美国“大学生学习评价”(CLA)的特色与启示  

Features and Enlightenment of Collegiate Learning Assessment( CLA)

作　　者：吴智泉[1] 

机构地区：[1]北京联合大学,北京100101

出　　处：《黑龙江高教研究》2015年第3期62-66,共5页Heilongjiang Researches on Higher Education

基　　金：全国教育科学规划2012年教育部青年课题"美国高等院校学生学业成就评价研究"(编号:EIA120398)阶段成果

摘　　要：美国"大学生学习评价"(Collegiate Learning Assessment,CLA)是测量大学生核心教育成果的工具,它以大学生的通用能力为测量目标,直接测量教育的"产出",并可以对高校教育的增值情况予以评价。该工具属于直测型,通过三类任务题型,考查学生批判性思维、分析推理、书面沟通和解决问题等四个方面能力,其测验结果已成为评价院校教育质量和学生能力的重要参考。其评价方法、评价理念对我国高等教育的发展,具有多层面的借鉴和启示作用。Collegiate Learning Assessment （CLA） is a measuring tool for the core educational achievements in college. Taking the general ability of college students as measuring target, CLA serves as a direct measurement of the educational output, and an evaluation for the appreciation of higher education. It applies direct questionnaire as the approach to check the students＇ abilities in critical thinking, analytical reasoning, written communication, and problem - solving. The results of CLA have become a critical reference to evaluation of the quality of college education and the learning capacity of students. The approaches and theories of CLA do exert muhifaceted influences of referential enlightenment on the development of higher education in China.

关 键 词：大学生学习评价 增值 CLA 评价 批判性思维 

分 类 号：G640[文化科学—高等教育学]