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自1924年首次实施博士生教育质量评估以来，美国博士生教育评估模式经历了以休格斯和肯尼斯顿为代表的声望研究、以美国教育委员会实施的两次质量评估为代表的客观指标研究和以全关研究委员会为代表的相关定量研究三个阶段。评估方法论的不断改进也意味着质量评估的目的从单纯的声望排名转向了真正的质量改进。“,”Since Raymond Hughes made the first doctoral program evaluation study in 1924, doctoral edu- cation assessment experienced three types of methodology： first type is reputational studies sponsored by Hughes and Hayward Keniston, second type is objective variables study sponsored by the American Council on Education, and third type is quantitative correlate studies sponsored by National Research Council. Methodology improvement implies that the aims of quality assessment has transformed from ranking to quality improvement.