加拿大高校学生学习成果评估的发展历程、动因与特点  

On the Progress,Dynamics and Characteristics of Student Learning Outcome Assessment at Canadian Institutions of Higher Learning

作　　者：蒋家琼[1] 郑惠文 JIANG Jiaqiong;ZHENG Huiwen

机构地区：[1]湖南大学教育科学研究院

出　　处：《西北工业大学学报（社会科学版）》2022年第1期34-42,共9页Journal of Northwestern Polytechnical University(Social Sciences)

基　　金：教育部人文社科规划项目“基于成果导向的一流大学本科教学质量评价体系研究”(18YJA880034);湖南省教育科学规划重点课题“基于学生学习产出导向的高校本科教学质量评价体系研究”(XJK18AGD008)。

摘　　要：学生学习成果评估是加拿大高等教育质量保障与评估的重要实践,其评估结果被广泛地应用到专业认证、专业评审和外部问责报告。加拿大高校学生学习成果评估经历了理念酝酿阶段、政策形成阶段和试点推广阶段三个阶段。高等教育问责意识的增强、教育质量评价范式的转变、学分互认与转移的需要以及外国的影响和国际组织推动是加拿大高校学生学习成果评估兴起和发展的重要动因。加拿大高校学生学习成果评估是由自上而下的力量主导的,政府以及权威性的专业认证机构主导着各高校的学生学习成果评估。各高校将学生学习成果评估作为学校的专门项目,以项目制方式进行开发和管理。在加拿大的学生学习成果评估中,高校外部的教育中介组织也具有重要的推动作用。Student learning outcome assessment has been an important practice for the quality assurance and evaluation of higher education in Canada.The assessment results have been widely used in professional accreditation,professional reviewing,and external accountability reports.Canada’s college student learning outcome assessment has gone through three stages,i.e.,concept incubation,policy formation,and pilot promotion.With the increasing awareness of accountability in higher education,the transformation of education quality evaluation paradigm,the need for mutual recognition and transfer of credits,the influence of foreign countries,and the promotion from international organizations,college student learning outcome assessment has gained significant momentum in Canada.Canadian college student learning outcome assessment is a top-down initiative,administrated by the government and professional certification authorities.Universities develop and manage their student learning outcome assessment as special projects.External education intermediary organizations also play an important role in the student learning outcome assessment in Canada.

关 键 词：加拿大 大学生学习成果 学习成果评估 发展历程 动因 特点 

分 类 号：G649.1[文化科学—高等教育学]