Research On The Assessment Of Student Learning Quality Of The Higher Vocational Education

Assessment has attracted much attention as an important means to improvestudents’ learning quality of higher vocational education, while assessment theory ofstudents’ learning quality of higher vocational education has drawn little attentionwhich has been in an incomplete state. The main contents of this dissertation in theperspective of constructivism, interaction between individual and environment andTQM are to analyze Learning quality of higher vocational education students from theconnotation, process, influence factors, expression of learning quality with themethods of literature analysis, comparative analysis and survey which laid atheoretical foundation for assessment theory of learning quality of higher vocationaleducation students, and to explain the assessment theory of learning quality of highervocational education students combined with the characteristics of higher vocationaleducation based the theory of learning quantity.Three conclusions have drawn from the research. The connotation andcharacteristics of students’ learning quality of higher vocational education have beeninterpreted. This finding argued that the students’ learning quality of higher vocationaleducation is the degree of which the properties of learning activity can satisfy theneeds of students, which connotation includes students satisfaction with the content,methods, process and result of learning activities which is usually expressed with thestudents feeling for school education services and learning outcomes measured by thegoal and which is characterized by professional, practical and humanism. The theoryof learning quality lay the basis for the orientation towards assessment. Secondly, theprocess and influence factors of students’ learning quality of higher vocationaleducation have clarified. The students’ learning quality of higher vocational educationis gradually generated in the thinking level integration and practice level integrationspiral process of technical knowledge and practical knowledge, with practicalexperience as a starting point, along the practice--theory--practice route, and theinteraction with learning content which is designed by the logic of technicalknowledge and teaching law of vocational education, toward the direction ofknowledge that job required. Student is the person in charge of the quality, whileteachers are the key to the quality. This finding has provided the guidance for the assessment and improvement of quality. Thirdly, the basic content of learning quantityassessment students’ of higher vocational education has explained, which mainlyincludes the purpose of assessment should be improving student learning continuously;the subjects of assessment community should contain colleges, teachers, students,industries and enterprises from the view of stakeholders; the object assessment are thelearning outcomes and learning process for the reasons: one is that the studentlearning quality is so complex that cannot assessment directly, the other is that thelearning outcomes and learning process are result of learning and can reflect thelearning quality; the procedures and operation mechanism of learning qualityassessment have integrated learning outcomes and learning process. This finding willprovide the basic thoughts and the frame for the assessment practice of studentlearning quality of the higher vocational education.