Experiences and Implications of the U.S. Higher Education Assessment System

Abstract

This article provides an in-depth discussion of the experience and inspiration of the American higher education assessment system,
aiming to provide a reference for establishing a high-quality assessment system in China. The article first outlines the development history of
the higher education assessment system in the United States, from the budding stage to the gradual improvement, showing its evolution from
being led by private organizations and indirectly intervened by the government. Then, the article analyzes the basic modes and characteristics
of the U.S. higher education assessment system, including four modes: intermediary organizations assessing or guiding the assessment procedures of education providers, intermediary organizations implementing the assessment, education providers implementing the assessment,
and the assessment of students competence. Its characteristics are mainly reflected in the indirect government intervention, the coexistence
of accreditation and evaluation systems, and the clear principle of subjectivization. Finally, the article puts forward the experiences that China
can learn from the American higher education assessment system: rationally playing the governments functions and avoiding too much intervention; strengthening the independence of intermediary assessment organizations. These suggestions aim to promote the reform and development of Chinas higher education assessment system and improve higher education quality.