The Impact Of Course Assessment On College Students' Learning Gains

Under the background of the global expansion of higher education and the deterioration of the quality of higher education,the standard of higher education quality evaluation has gradually shifted from paying attention to external conditions and the amount of resources to focusing on the guarantee of internal quality.As one of the important subjects of higher education,students' multiplication effect of their learning and development has become an important reference for higher education quality evaluation.This article bases on colleges and universities influence theories and college students engagement theory.The relationship between the course assessment ways and frequencies in undergraduate education and college students' self-reported learning gains is taken as the research object.S university undergraduates participate in the research on Chinese College Student Survey(CCSS)in2016.Based on the survey date,the article explores the S university undergraduate course assessment ways,frequencies,and students' self-reported learning gains.And the article also constructs structural equation models to explore whether course assessment ways and course assessment frequencies and college students' self-reported learning gains are influential and how to affect.The main conclusions of this study are as following: First,the course assessment way of S university undergraduate education is single,with roll examinations as their main focus,especially in science and engineering and the lower grades.With the growth of the grades,the course assessment ways are gradually riched and diversified.Compared with science and engineering and social science majors,the course assessment ways of humanities are the most abundant.Second,course assessment frequency of S undergraduate education is relatively low,basically only once at the end of each semester.Courses in the lower grades were assessed less frequently than those in the higher grades.And humanities are assessed more frequently than science andengineering and social science majors.Third,the overall score of self-reported learning gains of undergraduates in S university is lower than the national average,which needs to be improved further.Compared to the three sub gains,the score of improvement of self-recognition of undergraduates in S university is greater than the score of knowledge acquisition and ability enhancement.Fourth,in undergraduate education,there is a complex relationship between the course assessment ways,frequencies and college students' self-reported learning gains.Although different course assessment ways and frequencies have different influence mechanisms on the overall and sub gain of college students' self-reported learning gains,all of the course assessment ways and frequencies can influence college students' learning gains through mediation variables,which affect the learning process of students,such as learning strategies and learning behaviors.Based on this research conclusions above,in order to better promote the learning and development of undergraduates and to better improve the quality of talent training in colleges and universities,this article puts forward the following suggestions: firmly establish the“student-centered” undergraduate education evaluation idea;reform and improve the undergraduate course assessment system;integrate teaching,learning and assessment into student assessment system.