不同类型院校中课程学习评价的影响研究

The Study of the Effects of Curriculum-Based Assessment in Different Types of Higher Education Institutions

Curriculum-based assessment has been the ＂currency＂ with which students trade in their undergraduate study. Based on Chinese University Student Learning and Development Survey 2011， the study， using latent variable modeling and multi-group structural equation modeling， investigated the status quo of curriculum-based assessment and how it has impacted student learning in ＂985＂， ＂211＂ and local universities. Results show that the status quo and impact varied in terms of institution types. ＂Thesis/Report＂ and ＂performance ranking＂ had greater impact on student learning in ＂985＂ universities; while ＂feedback from teaching staff＂ had greater impact in ＂211＂ universities. This finding could significantly contribute to reforming current curriculum-based assessment according to institution types in both theory and practice.