专业评估的通常做法是以专业教学目标的合理性判断为起点,在标准选择上更倾向于教育者和管理者的标准。本文认为,专业评估应该以结果指标,即毕业生质量为评估的逻辑起点,并在评估中突出学生的主体地位和成长价值,评估标准的选择应该从外在的显性数量化指标回归到内在的学生成就等隐性指标。Usually, the starting point of professional evaluation is the speciality teaching target.In detail, it starts with the rationality of arrangement of professional teaching.The selection of evaluation standards is more intended to educators and managers.The authors present that the correct way is to start with the results of speciality teaching, in other words, the quality of graduated students should be the main body, and the emphasis should be the values in students' development.The evaluation standards should return to internal indexes such as students' achievement and development from the external indexes such as teaching times, amount of books and areas of classrooms, the number of teachers, etc.云南省高职研究重点项目《基于学业标准的高职院校学习性评价研究》(项目编号:7ZD201310); 教育部哲学社会科学研究重大课题攻关项目《中国现代职业教育质量保障体系研究》(项目编号:13JZD047)子课题《高职教育专业认证及评估的研究与实践》成果之
