On The Collegiate Learning Assessement Plus(CLA+) Of The United States

The Era of Intelligence coming,the output quality of talents seems more highly valued by higher education institutions than that in the previous age.The focus of higher education lies to what abilities a student should have and how to cultivate and adjust strategies.The puzzlement drives the paradigm of higher education assessment to shift from "input" to "output",which leads to popularity of students’ learning outcomes assessment among higher education institutions.Thus,many countries began to implement different assessment items on college students’ learning outcomes,among which,the most prominent one is the Collegiate Learning Assessment Plus(CLA+)from the United States.This study uses literature and comparative methods to explore the origin and development of CLA+,calculation methodology and practice,the comparison between CLA+ and CLA,on the empirical basis of which,through being compared to,from the perspectives of assessment contents,format,reliability and validity,the novel assessment item HEIghten,it is found that the quantity of collegiate learning assessment items in America is rich,the assessment contents are high-level,the assessment format is scientific and so on.However,those factors in China are opposite.Therefore,by referring,learning,analyzing,synthesi zing,and creating,the study can provide certain ideas to rebuild and improve our own collegiate learning assessment item.This study is divided into three macro dimensions.The first dimension is the first part of the study-Introduction,which mainly elucidates the origin of this study,the research purposes and merits,and the literature review at home and abroad,followed by the research contents and methods.The second dimension is the second,third,fourth,and fifth part.The second part discloses the theoretical basics,the overall overview,and the internationalization of CLA+.The third part systematically studies the calculation practice,which includes management and procedure,methodology,the calculation model of value-added score and indicators’ score.The fourth and fifth part respectivelyfocus on the comparison between CLA+ and CLA,and HEIghten so as to get the advantages and disadvantages of them.The third dimension is the sixth part,which summarizes the experience and enlightenment of CLA+ on the basis of the previous researches.Through learning experience and analyzing problem limitations,and on the basis of summarizing the current situation of China,the study puts forward innovative needs for the improvement and establishment of our own collegiate learning assessment item.The research conclusions are as follows: CLA+ has significant virtues in self-adjustment and improvement,scientific assessment format,contents,and calculation models,the concentrated assessment objects and multilateral orientation,global vision,etc.However,it has problems in the lack of adjustment measures provided and transparency of assessment report.Therefore,on the basis of the current situation of collegiate learning assessment in China,the enlightenments to the construction of collegiate learning assessment items in China are listed below:theoretical policies and the use of intelligent media should meet the needs of the new era;rich assessment contents and scientific assessment formats are necessary;the assessment object should be student-centered and the assessment results are multi-faceted;the assessment report should provide improvement measures while combining qualitative and quantitative assessment;under the control of government,a third-party market assessment can be added appropriately;and internationalized assessment needs to be developed.Besides,this study also has constructed the preliminary assumption of the collegiate learning assessment item for China,which is composed of two first-level indicators,six second-level indicators and 22 third-level indicators.