通识教育是高等教育的重要组成部分，我国自80年代末开始推行文化素质教育，2000年掀起通识教育的浪潮。通识教育在我国的发展十分迅速。然而，通识教育的评价工作相对滞后，这对通识教育的深入发展产生很大影响。本文以介绍美国通识教育课程评价为主题，以北科罗拉多大学为个案，细致地分析以该校为代表的美国普通公立大学通识教育课程评价的现状。本文从以下几个方面展开。第一部分从历史角度对美国通识教育评价的整体情况进行描述。以美国一般教育评价的历史划发展为参照结合通识教育自身的发展规律，将美国通识教育课程评价的历史分为与一般教育评价的融合时期(20世纪30年代之前)、通识教育课程评价的独立时期(20世纪30-60年代)、通识教育评价走向规范的时期(20世纪60年代以后)，并指出通识教育课程评价存在四个方面的特征。第二部分主要介绍北科罗拉多大学通识教育课程评价体系及主要负责机构。简要介绍了该校通识教育目的和课程结构，认为该校的通识教育课程设计是参考哈佛的核心课程。同时对该校的通识教育委员会作了说明。本部分还分析了该校通识教育课程评价制度形成的背景和历史条件。评估运动与质量问责的压力是北科罗拉多大学构建自身评价制度、研制评价方法的直接动力。现有评价方法的局限以及学校建制的发展对北科罗拉多大学通识课程评价制度的形成有重要影响。第三部分重点介绍北科罗拉多大学通识教育课程评价方法，分析了CEA评价法的内涵、特点及其方法基础和理论基础，指出CEA是以等级评分法为蓝本，以泰勒和布鲁姆掌握学习理论、教育目标分类学理论为基础的评价方法。同时分析了该方法的特点和不足。本部分的另一重点是采用比较分析的方法对中美两国通识教育课程大纲及课程评价指标进行了分析。第四部分总结了北科罗拉多大学通识教育课程评价的特点，认为制度变迁的外部动力、环状的评价结构、沟通课堂教学与机构评价是CEA评价法的三个重要特点。最后一部分是文章的结论和启示，指出，我国通识教育课程评价工作迫在眉睫，然而仍有很多制度上的困难需要克服。

General Education is an important part of higher education, our country since the late 1980s began to implement a cultural quality education, and in 2000 set off a wave of general education. General education in China can be described in full swing. However, the evaluation of general education is lagging behind, a significant impact on in-depth development of the General Education. To introduce the general education curriculum evaluation, the University of Colorado north of cases, detailed analysis of the status of the school as the representative of the average American public university general education curriculum evaluation. In this paper was based on the following aspects The first part of the Assessment of General Education in the United States as a whole is described from a historical perspective. As a reference to the history of general education assessment program development combined with general education law of development, the history of the U.S. general education curriculum evaluation is divided into the integration of general education assessment period (the 1930s), general education courses evaluation of the independence period (1930s to 1960s), general education assessment to the specification period (the 1960s), general education curriculum evaluation and noted that there are four characteristics.The second part introduces the University of Northern Colorado General Education course evaluation system and responsible agencies. Brief introduction to the school general education purposes and structure of courses, the school's general education curriculum design reference Harvard's core curriculum. At the same time the school's General Education Committee made a presentation. This section also analyzes the background and historical conditions of the school general education curriculum evaluation system. The assessment of movement and quality of the pressure of accountability is the University of Northern Colorado to build their own evaluation system, the development of the direct driving force of the evaluation method. The limitations of existing evaluation methods and the development of the school formed the evaluation system of general education courses in the University of Northern Colorado have a major impact. The third part focuses on the University of Northern Colorado General Education curriculum evaluation analyzed the connotation of the CEA evaluation, characteristics and methodological basis and the theoretical basis, pointed out that the CEA is based on the rating score is modeled learning theory, Taylor and Bloom grasptaxonomy of Educational Objectives theory-based evaluation method. Also analyzed the characteristics and shortcomings of the method. Another focus of this section is a comparative analysis of Sino-US general education curriculum outline and course evaluation.The fourth section summarizes the characteristics of the general education curriculum evaluation of the University of Northern Colorado, that the external power of the system changes, evaluation of a ring structure, communication classroom teaching and institutional evaluation is three important characteristics of the CEA evaluation. The last part of the Conclusions and Implications of the article. China's General Education curriculum evaluation work is imminent, however there are still many institutional difficulties need to be overcome.