美国大学学生学习结果评估个案研究——以威斯康辛大学麦迪逊分校为例  

Assessment of Student Learning Outcomes in American Universities:A Case Study of University of Wisconsin-Madison

作　　者：谢晓宇[1] XIE Xiaoyu(Institute of International and Comparative Education, Beijing Normal University, Beijing 100875)

机构地区：[1]北京师范大学国际与比较教育研究院,北京100875

出　　处：《比较教育研究》2017年第4期54-60,共7页International and Comparative Education

基　　金："中央高校基本科研业务费专项资金资助"课题"主要国家教育智库比较研究"(项目批号:SKZZA2015007)的成果

摘　　要：美国已有越来越多的大学开展学生学习结果评估。这些大学为什么要进行学生学习结果评估及如何评估?本文以威斯康辛大学麦迪逊分校为个案,对这些问题进行探讨。研究发现,威斯康辛大学麦迪逊分校在普通教育、专业与学位认证、课程三个层面评估学生的学习结果,目的在于获取"证据"回应外部对大学的问责和实现内部质量改进。More and more universities in the United States are conducting assessment of student learning outcomes. Why and how do these universities conduct the assessment？ This study explores these issues in a case study of University of Wisconsin-Madison. The study finds that the University of Wisconsin-Madison conducts assessment of Student Learning Outcomes at three levels： general education, specialized and degree certification, and curriculum, with the aim of obtaining ＂evidence＂ to respond to external accountability to the university and make internal quality improvement.

关 键 词：问责 认证 高等教育评估 学生学习结果 

分 类 号：G449.7[哲学宗教—心理学]