Abstract: Course assessment plays a crucial role in improving teaching quality and evaluating the quality of talent development in higher education institutions. However, Hanjiang Normal University, a local institution, faces challenges such as a singular assessment approach, low student engagement, and insufficient innovation in its elective courses. This paper explores the reform of the assessment model for elective courses, taking the example of the surfactant chemistry course. By adopting a three-dimensional approach involving teacher evaluation, peer-to-peer assessment, and individual contribution, and with the core concept of scientific success, the paper introduces and implements the “TGI” assessment model (Teacher Evaluation, Group-Group Mutual Evaluation, and Individual Contribution Ratio). This model breaks away from traditional assessment methods, enhancing student engagement and initiative, stimulating creativity, activating innovative thinking, and fostering comprehensive student capabilities. The “TGI” assessment model holds significant implications for improving course teaching quality and serves as a valuable reference for the evaluation of other elective courses.

Key words: Teaching quality, Evaluation model, Reformation and exploration, “TGI” model