摘要
本文通过对国家学习成果评估研究所(NI LOA)公布的"最好评估案例"进行分析,发现美国高校学习结果的使用主要集中在四个方面:聚焦评估工作、利用外部问责制改善内部工作、广泛传播评估,并允许内部利益相关者思考评估结果的意义。高校学习结果的使用有效原则包括将评估纳入制度过程,如方案审查或治理结构;确保行政领导的支持(提供资源,支持教职员工的专业发展、提供评估愿景、提供和鼓励讨论和合作的空间);使教师参与和促进评估的所有权;向内部和外部受众广泛分享关于评估和评估结果的信息。学习评估结果的使用说明有效学习结果使用的特征包括:评估与组织结构和文化保持一致、使用学习结果数据改善学生的学习。
Through the analysis of the"best assessment cases"published by the National Institute of Learning Outcomes Assessment(NILOA),it has been found that the use of learning outcomes in American colleges and universities is mainly focused on four aspects:focusing on assessment work,using external accountability to improve internal work,extensively disseminating assessments and allowing internal stakeholders to think about the significance of assessment outcomes.Effective principles for the use of university learning outcomes include the inclusion of assessments in institutional processes such as program reviews or governance structures;ensuring the support of administrative leadership(providing resources,supporting the professional development of faculty and staff,providing assessment visions,and providing and encouraging space for discussion and collaboration);encouraging teachers to participate in and promote the ownership of assessments;extensively sharing information about assessments and assessment outcomes to internal and external audiences.The use of learning assessment outcomes indicates that the characteristics of effective learning outcomes include the consistency between assessment with organizational structure and culture,and the use of learning outcome data to improve students'learning.
出处
《科教文汇》
2018年第12期39-40,共2页
Journal of Science and Education
关键词
学习结果
评估使用
美国高校
learning outcomes
assessment use
American universities
作者简介
刘鑫,女,汕头大学高等教育学研究生。
