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Quality is the eternal evaluating standards and the final goal of education. Withthe shift of higher education from elite to mass, quality assessment is increasinglyhot among the researchers. Related studies can be divided into three categories, thequality assessment of postgraduate education, the quality assessment of postgraduatetraining units, and that of postgraduates. During literature reading, the author findsthat previous studies are mainly about the quality assessment of postgraduateeducation and that of postgraduate training units; they ignored the main status ofpostgraduate individuals; and research on FLADPs’(foreign language academicdegree postgraduates’) individual quality is few.Based on the specificities of FLADPs, and four representative quality theories,namely, inside-, outside-, target-and performance-oriented quality outlooks, thisstudy will explore the components of FLADPs’ individual quality and its assessmentstandards, and accordingly construct the model and the assessment scale of FLADPs’individual quality, to provide implications for FLADPs’ education.Therefore, based on the previous researches, the preliminary model isconstructed. According to the model, the evaluation of FLADPs’ individual qualityshall be taken from two levels, namely, practical level and potential level. In practicallevel, there are FL basic abilities, FL academic abilities, academic-related mentaltraits, FLT competence, and general abilities of high quality citizens. In practicallevel, there are FL academic potential abilities and career-fulfillment abilities. Thepreliminary model totally contains40first-stage factors,21second-stage factors, and7third-stage factors.Accordingly, the assessment scale is built. The preliminary assessment scaletotally contains125questions,30among which are reverse scoring items. The scaleis tested among90FLADPs from Grade1to Grade3, SISU. According to thestatistical results of reliability, validity and discrimination analyses, the model and the scale are integrated or modified, to form the final model and scale. The modifiedmodel totally contains38first-stage factors,20second-stage factors, and5third-stage factors. It is more reasonable in item number and item classification. Atlast, the modified l scale is widely tested in243FLADPs from12universities’13majors. The results prove that the modified model and assessment scale have higherreliability, validity and discrimination, and can be widely used.
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