美国高等教育认证中学习成果证据的应用和启示  

Application and Enlightenment Academic Outcome Evidence in America’s Higher Education Certification

作　　者：汪利[1] WANG Li(Nanjing Audit University,Nanjing 211815,China)

机构地区：[1]南京审计大学教务处,江苏南京211815

出　　处：《黑龙江高教研究》2022年第7期73-77,共5页Heilongjiang Researches on Higher Education

基　　金：江苏省高教学会评估委员会2019年度重点课题“基于学生学习体验的财经类高校课程教学评价体系研究”(编号:2018-Z03);江苏省教育科学“十三五”规划重点课题“基于学生投入的高校一流专业建设成效评价研究”(编号:B-a/2020/01/22)的阶段性研究成果。

摘　　要：问责制使得学生学习成果证据成为美国高等教育认证的重要指标。美国高等教育认证中学习成果证据收集方法因认证目的不同而变化。有三个影响学习成果证据使用的重要维度,即学习成果由谁来制定、分析什么和审查什么,由此形成了学习成果证据使用的四种典型的方法模型,即项目评估、学术审计、学术标准审计、专业认证,在美国区域认证和专业认证中对此都有不同程度的应用。我国教育教学评估从中可以得到的启示是强调学习成果证据、科学制定预期学习成果、大学整体有效性与学生个体能力素质评估并举。Accountability makes the evidence of students learning outcomes an important index of higher education certification in the United States. The method of evidence collection of learning outcomes varies according to the purpose of certification. There are three dimensions that affect the use of evidence of students learning outcomes, who specifies student learning outcomes, the unit of analysis and the focus of review, four methods of model program assessment, academic audit, auditing academic standards, program certification, which apply to different degrees in America in both regional and professional certification. The evaluation of education and teaching in China can gain the enlightenment from it to emphasize the evidence of learning results, to scientifically specifies student learning outcomes, and to evaluate overall institutional effectiveness and competency attainment for individuals.

关 键 词：学习成果证据 教育认证 美国 

分 类 号：G649[文化科学—高等教育学]