The Research Of Learning Achievement Evaluation Of China’s Higher Education Self-Study Exam

Abstract:The learning achievement evaluation as an important part of the evaluation of education, plays an important role in education management and teaching process, and has been unanimously recognized and attaches great importance to the world of education theory researchers and educators. In other words, the scientific evaluation of learning achievements will help educate managers, teaching implementers, curriculum developers, and learners timely diagnose the education and teaching status and related issues, at the same time, educators and learners is also according to the evaluation of learning achievement feedback to improve teaching and learning programs and plans.The basic functions mentioned above of the learning achievement evaluation also exist in China’s higher education self-study exam. However, the learning achievement evaluation of China’s higher education self-study exam is not satisfactory. Academic research community, as well as the practice of community to learning achievement evaluation related problems research of China’s higher education self-study exam has not enough attention, and the study is very weak. To further perfect China’s higher education self-study exam system, the paper put learning achievement evaluation of higher education self-study exam as the research object.In this paper, learning achievement evaluation target, standards, system, content and evaluation methods and the important problems of higher education self-study exam were studied by literature research, historical research, survey research and other basic method. The main research content and conclusions are as follows:Part one:Research on the present situation and the main problem of learning achievement evaluation of China’s higher education self-study exam. The basic conclusion is:First, in learning achievement evaluation target aspect, evaluation objectives are not clear, evaluation objectives did not take into account the learners’ needs, and other major issues exist; Second, in the learning achievement evaluation standard aspect, too much higher education evaluation standards reference to ordinary, only degree standard and neglected the practical standard and other major issues exist; Third, in learning achievement evaluation system aspect, the main problems include the not perfect credit authentication system and credit transfer lack of interoperability; Fourth, in learning achievement evaluation content aspect, the existing main problems are:more notice of knowledge acquisition evaluation; Lack of practical skills, emotional, learners attitude and other areas of evaluation; Fifth, in the learning achievement evaluation method aspect, the main problems include the single evaluation method mainly exam, and summative assessment mainly to the neglect of the process assessment, mainly process; leading to the reliability of evaluation is relatively lower.Part two:Attribution analysis of the problems of learning achievement evaluation in China’s higher education self-study exam. This study suggests that lead to higher education self-study exam learning achievements evaluate the main reason for the above problems in the following areas:first, the traditional examination system has an impact on learning achievement evaluation of higher education self-study exam. Second, the learning achievement evaluation of general higher education has an impact on learning achievement evaluation of higher education self-study exam. Third, the impacts of higher education self-study exam system design and limitations of learning achievement evaluation; fourth, social needs and learners’needs have impact on learning achievement evaluation of higher education self-study exam.Part three:strategies of learning achievement evaluation of China’s higher education self-study exam. This paper puts the specific strategies are as follows:first, to lifelong learning and multiple intelligence theory as the guide, change guiding ideology of learning achievement evaluation of higher education self-study exam; Second, in the consistency and diversity for the rationality of the evaluation target; Third, in order to promote students learning ability as the goal to make relevant learning achievement evaluation principles; Fourth, to improve learning achievement evaluation criteria of higher education self-study exam; Fifth, to enhance the process control of learning achievement evaluation of higher education self-study exam; Sixth, to strengthen the institutions and institution building of learning achievement evaluation of higher education self-study exam; Seventh, to improve the fit between content and objectives of learning achievement evaluation; eighth, to use of various methods of learning achievement evaluation properlyAll in all, this paper to learning achievement evaluation related important theoretical and practical problems of China’s higher education self-study exam are compared comprehensive and thorough research, and the research topics, research contents, the research conclusion have a certain degree of innovation. However, due to the object of study is more complex and involves many problems, this in-depth and empirical research in the field of research there are still inadequacies. But because the object of research more complex and involving many problems, therefore, there are still shortcomings related the depth of research content and empirical research in this paper.