研究生招考中综合审核何以实现——来自美国的经验
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摘要
美国在研究生招考中正逐步实施综合审核以全面考察申请者的过去经历、认知水平、非认知能力及发展潜力。其原因在于以学为标的考察方式单一且效果有限,唯分而论扼杀生源多样性且抑制创新力,而综合审核可提高培养效率并降低教育成本。美国高校推进综合审核的举措包括:制定观测维度、建立计分标准、创新对非认知能力的评价和加强对匹配度的考察。我国的研究生招考制度改革在国家层面需加强宏观引导与质量监督,探索"一考多次,申请考核;一考多类,替代选择"的方式;在院校层面试点综合审核,制定观测维度与计分标准,开发非认知能力评价工具,提供材料审核与数据分析的相关培训。
The United States is stepping up efforts to implement the holistic review in graduate admission and comprehensively examine the applicant's past experience,cognitive level,non-cognitive competency and development potential.The reason lies in the fact that the score-oriented examination is single in existence and its effect is limited.Focusing on scores will only stifle the diversity of student source and suppress their innovation.But the holistic review can improve training efficiency and reduce educational cost.The measures taken by American universities to promote the holistic review include:establishing observation dimensions,building scoring standards,innovating the system for evaluating non-cognitive competency and strengthening the examination of program fit.At the national level,China's postgraduate admission reform needs to strengthen macro guidance and quality supervision and explore the way of"multiple examinations of the same kind and reviewing only when receiving admission applications,and one examination for several disciplines instead of choosing schools".The institutions of higher learning need to pilot the holistic review by establishing observation dimensions and score standard,developing non-cognitive competency evaluation tools,and providing training related to material review and data analysis.
The United States is stepping up efforts to implement the holistic review in graduate admission and comprehensively examine the applicant's past experience,cognitive level,non-cognitive competency and development potential.The reason lies in the fact that the score-oriented examination is single in existence and its effect is limited.Focusing on scores will only stifle the diversity of student source and suppress their innovation.But the holistic review can improve training efficiency and reduce educational cost.The measures taken by American universities to promote the holistic review include:establishing observation dimensions,building scoring standards,innovating the system for evaluating non-cognitive competency and strengthening the examination of program fit.At the national level,China's postgraduate admission reform needs to strengthen macro guidance and quality supervision and explore the way of"multiple examinations of the same kind and reviewing only when receiving admission applications,and one examination for several disciplines instead of choosing schools".The institutions of higher learning need to pilot the holistic review by establishing observation dimensions and score standard,developing non-cognitive competency evaluation tools,and providing training related to material review and data analysis.
引文
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[24]Rothermund K,Wentura D.Underlying processes in the implicit association test:dissociating salience from associations[J].Journal of Experimental Psychology General,2004,133(2):139-165.
[25]James L R.Measurement of Personality via Conditional Reasoning[J].Organizational Research Methods,1998,1(2):131-163.
[26]Posselt Julie R.Toward Inclusive Excellence in Graduate Education:Constructing Merit and Diversity in PhDAdmissions[J].American Journal of Education,2014,120(4):481-514.
[27]Okahana H,Augustine R M,&Zhou E.Master’s Admissions:Transparency,guidance,and training[R].Washington,DC:Council of Graduate Schools,2018.
[28]University of California.Doctoral Program Data[EB/OL].(2019-1-10).https://www.universityofcalifornia.edu/infocenter/doctoral-program.
[29]朱鹏宇,马永红,林莉萍,等.英美研究生招生制度对我国的启示[J].研究生教育研究,2018(06):88-93.
[30]王传毅,程哲.研究生招生考试中"非认知能力"的测量:概念、实践与展望[J].研究生教育研究,2017(5):67-72.
[2]杨佳乐,高耀,沈文钦,等.国外博士生调查主要调查什么?---基于美、英、澳、日四国问卷的比较分析[J].研究生教育研究,2017(6):90-95.
[3]CIRGE.PhD Career Path Tracking[EB/OL].(2019-1-2).https://www.education.uw.edu/cirge/phd-career-pathtracking/.
[4]Diminnie C B.An Essential Guide to Graduate Admissions.A Policy Statement[R].Washington,DC:Council of Graduate Schools,1992:27.
[5]Kent,J.D.and McCarthy,M.T.Holistic Review in Graduate Admissions:A Report from theCouncil of Graduate Schools[R].Washington,DC:Council of Graduate Schools,2016:1.
[6]AAMC.Holistic Admissions[EB/OL].(2018-12-29).https://www.aamc.org/initiatives/holisticreview/about/.
[7]Educational Testing Service.GRE Guide to the Use of Scores 2018-19[R].The United States,2018.
[8]Griffin,K.A.,Mu1iz,M.M.,&Espinosa,L.The Influence of Campus Racial Climate on Diversity in Graduate Education[J].The Review of Higher Education,2012,35(4):535-566.
[9]Hall J D,O’Connell Anna B,Cook J G,et al.Predictors of Student Productivity in Biomedical Graduate School Applications[J].PLoS ONE,2017,12(1):1-14.
[10]Moneta-Koehler L,Brown AM,Petrie KA,Evans BJ,Chalkley R.The Limitations of the GRE in Predicting Success in Biomedical Graduate School[J].PLoS ONE,2017,12(1):e0166742.https://doi.org/10.1371/journal.pone.0166742.
[11]Kyllonen P,Walters A M,Kaufman J C.Noncognitive Constructs and Their Assessment in Graduate Education:A Review[J].Educational Assessment,2005,10(3):153-184.
[12]Kuncel N R,Hezlett S A,Ones D S.A comprehensive meta-analysis of the predictive validity of the Graduate Record Examinations:Implications for graduate student selection and performance[J].Psychological Bulletin,2001,127(1):162-181.
[13]Miller,C.W.and Stassun,K.A Test that Fails[J].Nature,2014,510:303-304.
[14]Awad,G.H.The role of racial identity,academic selfconcept,and self-esteem in the prediction of academic outcomes for African American students[J].Journal of Black Psychology,2007,33:188-207.
[15]Educational Testing Service.GRE General Test Score Information by Ethnicity/Racial Groups,2009-2010[EB/OL].(2019-2-10).https://www.ets.org/s/gre/pdf/gre_general_test_score_information_by_ethnicity_2009_2010.pdf.
[16]Sandie G.Nadelson.Inside graduate admissions:Merit,diversity,and faculty gatekeeping[J].The Journal of Educational Research,2018,111(1):125.
[17]Council of Graduate Schools.Ph.D.completion and attrition:Analysis of baseline program data from the Ph.D.Completion Project[R].Washington,DC:Council of Graduate Schools,2008.
[18]University of Washington Graduate School.Bioengineering Faculty Handout:Introduction to Holistic Admissions[EB/OL].(2019-2-11).http://grad.uw.edu/wordpress/wp-content/uploads/Holistic-Review-Intro.pdf.
[19]Wayne State University.Portfolio review for doctoral admissions[EB/OL].(2019-1-6).https://gradschool.wayne.edu/faculty/portfolio-review.
[20]Sedlacek W E.Why we should use noncognitive variables with graduate and professional students.The Advisor:The Journal of the National Association of Advisors for the Health Professions.2004,24(2):32-39.
[21]William Sedlacek.Publications,Articles,and Surveys[EB/OL].(2019-2-11).http://williamsedlacek.info/publications.html.
[22]Schmitt N,Oswald F L,Kim B H,et al.Impact of Elaboration on Socially Desirable Responding and the Validity of Biodata Measures[J].Journal of Applied Psychology,2004,88(6):979-988.
[23]Cullen M J,Sackett P R,Lievens F.Threats to the Operational Use of Situational Judgment Tests in the College Admission Process[J].International Journal of Selection&Assessment,2006,14(2):142-155.
[24]Rothermund K,Wentura D.Underlying processes in the implicit association test:dissociating salience from associations[J].Journal of Experimental Psychology General,2004,133(2):139-165.
[25]James L R.Measurement of Personality via Conditional Reasoning[J].Organizational Research Methods,1998,1(2):131-163.
[26]Posselt Julie R.Toward Inclusive Excellence in Graduate Education:Constructing Merit and Diversity in PhDAdmissions[J].American Journal of Education,2014,120(4):481-514.
[27]Okahana H,Augustine R M,&Zhou E.Master’s Admissions:Transparency,guidance,and training[R].Washington,DC:Council of Graduate Schools,2018.
[28]University of California.Doctoral Program Data[EB/OL].(2019-1-10).https://www.universityofcalifornia.edu/infocenter/doctoral-program.
[29]朱鹏宇,马永红,林莉萍,等.英美研究生招生制度对我国的启示[J].研究生教育研究,2018(06):88-93.
[30]王传毅,程哲.研究生招生考试中"非认知能力"的测量:概念、实践与展望[J].研究生教育研究,2017(5):67-72.