Research On The Institutional Change Of Student Assessment In American Undergraduate Education

Student assessment is the key to guarantee the first-class quality of American undergraduate education and it is also the core topic of research and practice in American undergraduate education.To speed up the modernization of education in our country,strive to build a high level of undergraduate course education,comprehensively improve the ability of personnel training,our country can learn and rationally use the experience of American student assessment to improve the existing student assessment system in our country,to improve the quality of undergraduate education in our country,to further promote the construction of first-class universities,so as to better participate in international competition.Based on the collective interest coordination theory of institutional change theory,this research analyzes the evolution of the American student assessment institution from its generation,diffusion,climax to decline or continuity.And NVivo11 was used to analyze the student assessment literature from 1900 to 2018 in American undergraduate education.The results show that the core of the institution of student assessment in American undergraduate education has gone through the changes of test and measurement,empowerment and feedback,management and improvement.Specifically,the institutional changes of undergraduate student assessment in the United States are as follows.From the end of the 19 th century to the middle of the 20 th century,the core of the student assessment institution was test and measurement;The institution is generated in the confluence of test and measurement;Then,the assessment institution spreads in the support of positivism behaviorism psychometrics;At the climax of the institution,the assessment method of the institution is single,and the students are disempowered subjects;Finally,the institution declines in the emergence of educational assessment and in the decline of test and measurement.The characteristic of this way of institutional change is that it combines the mutation factor and the progressive factor.From the late 1960 s to the present,the core of the student assessment institution is empowerment and feedback,and the institution was formed in the concept of student-centered education;Subsequently,the institution spread in the support of cognitivism,constructivism and social interaction theory;At the climax of the institution,a large number of assessment methods appeared successively,and the students changed from the tested objects to the active participants of the assessment;The advantage of the institution then suppresses doubt and continues in the form of a global consensus;The characteristics of this mode of institutional change are the mixing of endogenous and exogenous factors.From the 1980 s to the present,the core of the student assessment institution is management and improvement.The institution came into being when the educational effectiveness of institutions became a new focus of attention;Then the institution spread in the support of neoliberalism,new public management theory and educational assessment theory;At the height of the institution,many assessment methods emerged,and students became the restricted free consumers;After that,because the institution complied with the development requirements of the times,it continued to develop in the global trend of competing implementation.The characteristics of this mode of institutional change are the combination of induced factors and coercive factors.After the above institutional changes,the United States has built a student-centered student assessment institution within undergraduate education,which directly addresses the educational effectiveness of colleges and universities at various levels,including national,state,college,major and curriculum.Its experience can bring our country the following respects enlightenment: In the field of higher education,we should change the concept of student assessment and enlarge the vision of assessment reform;Increase the subject of student assessment and encourage the participation of multiple parties in the assessment;Pay attention to the process of student assessment and implement assessment in many levels;Rational use of student assessment results to promote the benign operation of the assessment institution.