A Research On System Of Learning Outcomes Assessment In Ontario Higher Education

Since the 21st century,the expansion of higher education has aroused people’s attention to the quality of talent cultivation,and the mode of which has changed from the traditional emphasis on "educational input" to the value-added evidence of "educational output".The rapid development of knowledge economy has put higher requirements for talent cultivation,the traditional goal of which has been unable to meet the market’s demand for diversified talents.Subsequently,higher education in the world has turned to the reform and innovation of education quality.Learning outcome assessment,as a way of quality improvement and curriculum optimization,has always been the focus of international universities.Therefore,this trend requires higher education institutions to determine quality assessment criteria and pay more attention to the evidence of learning outcomes and course evaluation to prove that students have mastered the expected knowledge and skills.In recent years,the Canadian government and society constantly emphasize the responsibility and output of higher education.As the concentration of high-quality educational resources in Canada,Ontario has been committed to improving the quality assurance system of higher education within the province.It has established the Learning Achievement Evaluation Alliance and carried out large-scale learning outcome evaluation practice.Based on the theory of outcome-oriented education and the theory of constructive alignment,this study makes a concrete analysis on the motivation,implementation subject,content standard,implementation procedure,effectiveness and problems of student learning outcome assessment in Ontario university and draws a useful reference for our country.This paper is mainly divided into six parts:The first part analyzes the motivation of students’ learning outcomes assessment in Ontario universities,mainly from three aspects: external pressure,internal need and traditional continuation.The dynamic mechanism of which is obtained by digging out background factors.The second part discusses the personnel composition of this process,mainly from the government,school and society three levels.The third part introduces the content standard of the assessment,more clearly showing the skill types and level standards of the learning outcomes.Among them,the skill types mainly include basic cognition,subject specific,advanced cognition and transferable skills.And the level standards mainly include degree conferment,professional standards and curriculum standards.The fourth part introduces the implementation procedure of assessment,including the operation process and make a comparison between similarities and differences in the case,trying to summarize the rules of assessment.The fifth part analyzes the effectiveness and the still existing problems.Among them,the results mainly include three aspects: promoting school reform,promoting the growth of students and satisfying social services.The existing problems are that the assessment guarantee mechanism needs to be constructed,the teachers’ participation is insufficient and the application path of assessment data is limited.The sixth part briefly elaborates the conditions in our country,summarizes the enlightenment and tries to explore a new perspective of the assessment theory and path for Chinese students’ learning outcomes.The sixth part analyzes the characteristics of from the following aspects: providing higher education with continuous improvement and shaping a kind of culture continuous feedback;adhering to the student-oriented and improving the internal quality assurance system;laying emphasis on the content of learning outcomes to reflect authenticity of this process;strengthening the research of method and technology and developing the technical tools of learning achievement assessment;enhancing the construction of outcomes-oriented assessment system and forming a dynamic system of continuous improvement,this paper explores the learning outcome evaluation of universities in Ontario,Canada,which can have an enlightenment to the development of the learning outcome assessment of university students in our country.