高校大学生综合素质测评是教育测量与评价学的重要内容，从20世纪80年代起，我国教育界逐渐开始了对包括学生素质测评在内的“教育评价”研究与实践活动。时至今日，学生综合素质测评无论在理论与实践中都取得了丰硕的成果和经验，但也日益浮现出如重结果轻过程、重客观轻主观等诸多问题。高校大学生综合素质测评关系到高等院校教育教学改革，关系到当代大学生自身发展，关系到祖国未来人才质量系统工程建设。本文旨在通过研究建立一套从多学科角度、定性分析与定量分析相结合，符合时代特征与社会需求的科学化合理化的高校大学生综合素质测评体系。主要研究工作包括： 第一部分：绪论。分析论文研究的背景及意义，确立了论文研究的基本思路和框架。 第二部分：解析大学生综合素质测评体系构建的基本依据。1.从素质及素质测评本身着眼，探讨大学生综合素质测评的可行性和必要性；2. 总结了马克思主义人才发展的基本理论，为大学生综合素质测评提供了理论指导；3. 分析了素质测评的基本原理和方法，为大学生综合素质测评提供了方法论借鉴；4. 从我国素质教育的实践和高等教育人才培养目标以及社会、用人单位对大学生综合素质的要求，探讨了大学生素质测评体系构建的现实依据。 第三部分：分析大学生素质测评的内容，确立了大学生素质测评指标，构建了大学生综合素质测评指标体系。大学生综合素质测评标准及其指标体系的构建是大学生综合素质测评研究的重点，也是难点。本部分分析和探讨了以下内容：1.大学生综合素质测评标准及其结构；2.大学生综合素质测评指标体系确立的原则与方法；3.根据测评指标体系确立的原则，根据高校素质教育指导思想、人才测评相关理论以及问卷调查数据分析，经过分析论证，建立以思想道德素质为核心的，以知识素质为基础的、以能力素质为关键的测评内容体系，包括思想道德素质、创新素质、专业素质、人文素质、身心健康素质五个一级指标，一级指标下设二级指标 ，二级指标下又设计了三级指标，在每一个三级指标下，又具体包括具有现实可操作性的多项测评要素。 第四部分：大学生综合素质测评体系的运行实践研究。该部分阐述了大学生综合素质测评实践过程中应遵循的原则、方法、具体步骤等。

It is the top concern to evaluate the comprehensive e quality of college students in higher education. Since the 1980s, research and practice concerning education assessment including the students’ quality have been conducted in the field of education. Now it has gained great achievements and experiences both in theory and practice. But there are still many existing problems, such as, too much emphasis on results and ignorance of process; too much emphasis on objectiveness and ignorance of subjectiveness. College students’ comprehensive quality assessment has much to do with the teaching reform in higher education, the self-development of college students and the construction of high-quality talent quality in the future. The paper aims to establish a set of scientific comprehensive assessment system for college students to meet the demands of the society, combined with qualitative and quantitative analysis. The main work includes: Chapter one is introduction to the paper. It analyzes the research background and significance, outlining the framework of the research. Chapter Two analyzes the basis constructing the quality assessment for college students. First, its feasibility and necessity are discussed in terms of quality and its assessment; Second, the author sums up the basic theory of talent development by Marx, providing the theory guidance for the quality assessment; Third, it analyzes the fundamental of the assessment, providing the method for it; Fourth, the realistic theory for the construction of the assessment system is explored from different aspects: practice in quality education, cultivation aims of higher education and the society’s demands for the students’ comprehensive abilities. Chapter Three mainly analyzes the contents of the assessment, establishes the assessment index and constructs its index system. It is the research emphasis and the difficult point as well, to establish the assessment standards and its system. This part mainly includes: first, the assessment standards and its structure; second, the principles and methods for establishing the assessment system; third, based on the assessment principle, the guiding theory of the higher education, talent assessment theory and questionare data, the assessment system should include these qualities like moral, innovation, profession, humanity and physical and psychological health. These five aspects are subdivided again, including assessing factors in feasibility. All the qualities are realized with the center of ideological and moral quality, knowledge and capability. Chapter Four studies the operation system of the assessment, including the principles, methods and procedures in the process of practice.