摘要：With the development of education informatization, smart devices are being widely used in teaching, which has triggered significant changes in higher education. College students’ learning reflects the cognitive characteristics of digital natives, but their learning attitude and motivation have not significantly improved. Meanwhile, learning assessment in higher education is mostly based on the traditional assessment system, which has only a single index, a simple process, and mundane goals for learning assessment, thus making it difficult to effectively promote students’ learning. The present study, therefore, constructed an assessment index system using a pressure–state–response (PSR) model, gathered data using a questionnaire, and processed the data using SPSS and Amos. The results suggest that learning assessment in higher education should use a process assessment strategy and that the assessment system should be composed of three parts: classroom assessment, after-class assessment, and assessment evaluation. This type of all-round assessment can serve to effectively promote students’ learning. In addition, assessment evaluation should focus on students’ goals regarding their ability to innovate and reduce the weight of goals related to knowledge and skills while also giving teachers more adjudication power in assessment.
