From Learning Outcomes to Assessment Evidence: Designing a Problem-Based Course on the Guangdong–Hong Kong–Macao Greater Bay Area Economy

Jiancong Liang

doi:10.63313/IJSSEH.9055

Authors

Jiancong Liang School of Economics, Foshan University, Foshan 528000, China Author

DOI:

https://doi.org/10.63313/IJSSEH.9055

Keywords:

New Liberal Arts, Outcome-Based Education, Problem-Based Learning, Regional Economics, Instructional Design

Abstract

Economics topics courses ask students to interpret dynamic regional issues, yet teaching often separates theoretical exposition from problem analysis. This paper develops a course design that integrates Outcome-Based Education (OBE) and Problem-Based Learning (PBL) in Economic Topics in the Guangdong-Hong Kong-Macao Greater Bay Area. OBE is used to specify assessable learning outcomes in disciplinary knowledge, applied analysis, and social responsibility; PBL translates those outcomes into open-ended tasks on regional industrial coordination, cross-border e-commerce and lo-gistics, and policy evaluation. The design aligns learning outcomes, modular content, classroom activities, and assessment evidence. Students move through problem framing, collaborative inquiry, data and policy analysis, presentation, and reflection. Assessment combines course products, process records, self-assessment, peer assessment, and teach-er judgment. A module-outcome-task matrix and a multi-source assessment framework are provided to improve alignment and reduce the subjectivity often associated with PBL. The design offers a course-level approach for connecting economic theory with regional practice while preserving transparent expectations and assessable evidence. Its value lies in the coherence of the instructional architecture rather than in claims of causal effectiveness, which require subsequent empirical evaluation.

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