美国高等教育认证中的学生学习结果评估  

Student Learning Outcomes Assessment for Higher Education Accreditation in the United States

作　　者：彭江[1] 

机构地区：[1]四川外国语大学高等教育研究所,重庆400031

出　　处：《复旦教育论坛》2014年第1期85-92,共8页Fudan Education Forum

摘　　要：从20世纪80年代开始,美国高等教育认证逐步实现了从传统的以输入和过程为中心的"资源模式"或"生产模式"向以学生学习结果为中心的"能力模式"或"绩效模式"的转型,认证机构成为学生学习结果"评估运动"的关键推动者。由认证主导的美国高校学生学习结果评估构建了较规范的程序,形成了鲜明的特色:确立了"软"、"硬"学习结果相结合等价值取向,以合理的认证标准引导高校的内部评估活动,在评估方法选择上巧妙平衡多样化与标准化。在新的发展阶段中,我国的高等教育评估应当从单纯重视资源和条件保障的传统模式向同时重视结果和问责的现代模式转型,确立SLOs在评估中的中心地位。Ever since the beginning of the 1980s, the accreditation system ol American mgner ecmcauon has gone through a gradual transformation from the ＂resource model＂ or ＂production model＂ based on input and process to the ＂competency model＂ or ＂performance model＂ based on student learning outcomes. Accreditation institutions have played a key role in the ＂assessment movement＂ for SLOs. The SLOs Assessment in American universities has established normative procedures and been characterized by setting value orientation with a combination of ＂hard＂ and ＂soft＂ evidences, guiding colleges~ assessment activities with reasonable accreditation standards, and striking a delicate balance between diversification and standardization of assessment methods. At the new stage of development, it is imperative for Chinese higher education assessment system to transform from the traditional mode based on resources and basic condition assurance to the modern mode based on outcomes and accountability, establishing SLOs at the center of the assessment system.

关 键 词：高等教育认证 学生学习结果 评估运动 

分 类 号：G649.712[文化科学—高等教育学]