美国大学生学习成果标准化评估工具的分析研究

A Study of Standardized Assessment Instruments of College Student Learning Outcomes in America

美国大学考试中心的大学学业水平评估、美国教育考试服务处的能力测试以及美国教育资助委员会的大学学习评估是在美国具有广泛影响的学生学习成果标准化评估工具。三者都从大学生通识能力的角度理解大学生学习成果，运用价值增值评估方法，侧重于评估大学生的高阶思维能力和一般综合能力，在评估指标上都重视评估大学生批判性思维能力和写作能力。与此同时，三者在评估对象的选择、评估的具体指标、评估形式和评估报告的呈现形式等方面又各具特点。尽管这三个工具受到美国许多高校的信任和欢迎，但它们对学生缺乏吸引力，影响了其评估结果的可靠性。中国今后在应用、引进和开发此类评估工具时，应注意汲取这些工具的正反两方面经验，深入梳理中国大学生学习结果的内涵，着眼于自主开发既具世界视野又切合中国实际的大学生学习成果评估工具，发展更成熟的评估和数据分析方法。

Collegiate Assessment of Academic Proficiency (CAAP) from American College Test (ACT)， ETS Proficiency Profile created by the Educational Testing Service (ETS) and Collegiate Learning Assessment (CLA) launched by the Council for Aid to Education (CAE) are three broadly influential standardized assessment instruments of student learning outcomes nationwide. The three instruments all employ a “value-added”assessment model in an effort to apprehend students’learning outcomes through their general abilities in college. They focus on the assessment of students’higher-order thinking skills and general comprehensive ability， with an emphasis on assessing college students’development of critical thinking and writing skills. Nevertheless， they vary from each other in their selection of test-takers， specific assessment indicators， test formats and presentations of report. In spite of their reliability and popularity among large numbers of American higher education institutions， their lack of attraction to college students has threatened the validity of their results. When applying， importing and developingthis type of assessment instruments， China should be cautious of both experiences and lessons learned from them and gain an in-depth understanding of the contents of student learning outcomes in college. The ultimate purpose is to develop assessment instruments that both share a global perspective and fit the actual conditions in China. In particular， special attention needs to be paid to the development of mature assessment methods and data analysis approaches.