［目的］ 解决经济管理类课程思政成效“软指标难量化”、课程目标达成度评价“重知识轻价值”的问题，构建并检验一种可迁移的达成度评价模型。［方法］：以G校金融服务与管理专业2021—2023级158名专科生为历史对照，2024级76名专科生为试验组，开展单中心非随机分组的准实验研究。构建“目标—证据—诊断”三链闭环模型（TED模型），以德尔菲—层次分析法确定课程子目标权重与7个考核环节权重，采用加权得分率法合成三类子目标达成度；以独立样本t检验、协方差分析、重复测量方差分析与Bootstrap中介效应检验进行推断，并做敏感性与检验效能分析。［结果］：试验组理论闭卷分、合同审查报告分、模拟法庭辩论分均高于对照组；控制先修成绩、性别与年级后差异仍显著。试验组课程总目标达成度，知识目标、思政目标为“良好”，能力目标为“中等”，三者差异显著。女生在能力、思政维度优于男生，学习投入起部分中介作用。［结论］：TED模型可将思政育人成效转化为可测量、可比较、可诊断的量化证据，为经管类高职课程思政评价提供方法学路径；能力目标与男生群体是后续改进重点。受单校、单课程与非随机分组限制，本研究结果宜作关联性解释。

[Objective] This study addresses the persistent challenges of "soft indicators being difficult to quantify" for ideological and political education effectiveness in economics and management courses, and the "overemphasis on knowledge while neglecting value" issue in curriculum goal achievement evaluation, so as to construct and validate a transferable achievement evaluation model. [Methods] A single-center non-randomized quasi-experimental study was conducted, with 158 junior college students from the Financial Services and Management Program (Cohorts 2021–2023) at Institution G serving as the historical control group, and 76 students from the 2024 cohort as the experimental group. A three-chain closed-loop "Target-Evidence-Diagnosis" (TED) model was established. The Delphi-Analytic Hierarchy Process (Delphi-AHP) was adopted to determine the weights of sub-curriculum objectives and 7 assessment links, and the weighted scoring rate method was used to synthesize the achievement degrees of three types of sub-objectives. Independent samples t-test, analysis of covariance (ANCOVA), repeated-measures ANOVA, and Bootstrap mediation effect test were applied for statistical inference, followed by sensitivity analysis and statistical power analysis. [Results] The experimental group scored significantly higher than the control group in the theoretical closed-book examination, contract review report, and moot court debate; the differences remained statistically significant after controlling for prior academic performance, gender, and cohort. In the experimental group, the overall curriculum goal achievement, knowledge goal, and ideological and political goal were rated as "Good", while the competence goal was rated as "Moderate", with statistically significant differences across the three dimensions. Female students outperformed male students in the competence and ideological-political dimensions, and learning engagement played a partial mediating role. [Conclusion] The TED model can transform the effectiveness of ideological and political education into measurable, comparable, and diagnosable quantitative evidence, providing a methodological path for the ideological and political evaluation of higher vocational economics and management courses. The competence objective and the male student subgroup are the key priorities for subsequent improvement. Limited by the constraints of a single institution, single course, and non-randomized grouping, the results of this study should be interpreted as correlational rather than causal.