美国高等教育中的“学生学习成果评估”:内涵与特征  

On the Connotation and Characteristics of Student Learning Outcomes Assessment in American Higher Education

作　　者：黄海涛[1] 

机构地区：[1]南京师范大学教育科学学院,江苏南京210097

出　　处：《高等教育研究》2010年第7期97-104,共8页Journal of Higher Education

基　　金：国家社会科学基金(CFA090106)

摘　　要：1990年代以来美国高等教育高度重视"学生学习成果评估"。其主要特征在于:关注学生学习增值,强调教育成效证据是其逻辑起点;运用测量等方法获取学生学习成果信息是其主要手段;强调评估过程和评估的持续性是其基本要求;促进学生的学习和发展是其最终目的。美国"学生学习成果评估"这一质量保障模式的产生,反映出现代大学开始审视自身弊端,反思自身存在的合法性基础,重新回归以培养高质量的学生为大学卓越标志的道路。Since the 1990s,the higher education in the United States has always attached great importance to the student learning outcomes assessment. The core connotation of the American student learning outcomes assessment can be defined as follows, the starting point of logic of the assessment is to focus on value adding of the students learning and emphasize the proof of schooling effect; the methods such as measuring can be used as the chief means to get the student learning outcomes; emphasis on the process and continuity of the assessment is the basic requirement; and at last, reach its ultimate goal-promote learning and development of the student. The American student learning outcomes assessment, a model of guaranteeing the quality, shows that the universities have began to examine their own short-comings, reflect their legitimacy basis of their own existence, and return to the correct path of education, that is, regarding the fostering of high-quality students as the university symbol of excellence.

关 键 词：美国 高等教育质量 学生学习成果评估 

分 类 号：G649.1[文化科学—高等教育学]