哈尔滨学院毕业论文.doc

Contents 摘要 ABSTRACT TOC \o 1-5 \h \z HYPERLINK defined? How can we demonstrate what our students have learned? How well have they learned? These and similar questions are at the heart of the teachers and educators mission. Answers to these questions form the essence of what we shall call assessment. The paper is intended to provide guidelines for assessment, including defirations and examples, as well as resources and links to additional information on assessment. The purpose of this paper is to assist faculty and staff to develop, organize, implement and evaluate a successful assessment effort, and to put assessment to continuous use to improve student learning and student success? Definition of assessment The American Association of Higher Education (AAHE) organized a cross-section of assessment experts^ under the leadership of Tom Angelo, former director of the AAHE Assessment Forum. The following definition of assessment which was widely discussed, debated, critiqued and amended for about a year before consensus was reached: Assessme nt is an on going process aimed at understa nding and improvi ng student lear ning. It invo Ives making our expectations explicit and public; setting appropriate criteria and high standards for learning quality; systematically gathering, analyzing and interpreting evidence to determine how well performance matches those expectatio ns and standtirds; and using the resulti ng in formation to docume nt, explain and improve performanee. When it is embedded effectively within larger institutional systems, assessment can help us to focus our collective attention, examine our assumptions, and create a shared academic culture dedicated to assuring and improving the quality of higher education. (Angelo, T., 1995J⑴ Other Definitions of Assessment: “ Assessment is at the heart of the undergraduate experience? Assessment defines what students regard as important, how they spend their time, how they come to see themselves as students, and