摘要
近年来,美国高等教育由高校资源和声誉的评估维度逐渐转向学生学习成果的评估维度,高校也随之建立起学生学习成果的评估模型。本文选取了美国高校有代表性的四种学习成果评估模型,通过对模型比较及其相关评估案例的研究,发现它们具有以教育目标为评估起点、评估活动与学习过程相融合及多方利益主体参与评估的共性,但在适用对象、应用环境和具体操作上存在差异,最后结合我国高等教育评估的实际情况提出了相关建议。
In recent years, the dimension Of the assessment of American higher education has turned gradu- ally from resources and reputation of colleges and universities to students＇ learning outcome, hence corresponding assessment models of students＇ learning outcomes have been established in colleges and universities. This essay selects four typical assessment models of students＇ learning outcomes in colle- ges and universities in the U.S. By comparing models and along with the research on related assess- ment cases, this paper discovers that these models have something in common such as regarding edu- cation goals as the assessing origin, combining assessment with learning and diverse interest subjects involved in assessing and that differences do exist among them in some ways such as suitable objects, application environment and concrete operations. In the end, it offers relevant proposals associated with the reality of higher education assessment in China.
出处
《高等工程教育研究》
CSSCI
北大核心
2013年第4期116-121,共6页
Research in Higher Education of Engineering
基金
教育部人文社会科学研究青年基金项目(11YJC880160)
全国工程硕士教育研究项目(2012-JY-041)
华南理工大学学位与研究生教育改革研究项目(yjjg2011002)的部分成果
