Abstract: This study develops an achievement evaluation system for college physics experiment courses meeting engineering education accreditation standards. Addressing deficiencies in ideological integration, objective clarity, and feedback, it proposes a “values-abilities-innovation” tripartite framework for hierarchical learning outcomes. Based on outcome-based education (OBE) principles, the syllabus is redesigned and a multidimensional process evaluation model is established. Empirical data from the 2023 Functional Materials program at Dalian Minzu University shows target achievement scores above 0.7. Improvement strategies like refined assessment, virtual labs, advanced experiments, and differentiated instruction drive an “evaluate-feedback-optimize” cycle, offering practical insights for accreditation-aligned education reform.

Key words:  , engineering education accreditation, attainment of course outcomes, college physics experiment, ideological and political education in curriculum, outcome-based education