| 21st century is an international era of high-tech; this age is facing the conversion from industrial society to informational society. It expands cultural exchange and cooperation among different countries with the rapid technological advancement, the rising of interdisciplinary, the blending between the scientific culture and the literary culture, the developing of information society. The opportunity and challenge to foreign language teacher'education would be realized. Plan Outline for Medium and Long Term Education Development and Reform (2010—2020) points out that high-quality teacher staff should be built. Teachers are the essentials in the education. Qualified teachers can lead to qualified students. Education evaluation should be improved. A scientific and diverse assessing rubric should be established according to talent objective and conception. Teacher evaluation and selection system should be improved, so that a better education environment can be created. With scientific talent concept, scientific and socialized teacher evaluation and development system should be established. And this system is based on job responsibilities, is oriented to morality, ability and performance. College English teacher performance evaluation is a key session of foreign language teacher education; college English teacher performance evaluation will be studied in this paper.This dissertation includes three parts. Part 1 is research status. In this part, the definition and the particularities of college English teacher performance are made clear, it is a kind of conceptual refinement; The characteristics of high performance college English teacher is analyzed; the status quo of college English teacher performance evaluation is studied by the way of questionnaires and interview. Part 2 is the study of index system of college English teacher performance evaluation. In this part, the theoretical basis, guidelines, principles and function of the index system are illustrated; the concrete structure and weight scales of the assessment index system are constructed. Part 3 is actualization (or implementation method) study of college English teacher performance evaluation. It includes:ranking 15 teachers using data envelopment analysis method and bench-marking method; bringing forward betterment measures to non-valid (or poor performance) teachers; balancing teaching, scientific research and service work of college English teacher by adding constraints.In order to make an in-depth study or an intensive study, an adequate preparation and a substantial argument are made. Especially to the 7 aspects involved in college English teacher performance evaluation, a comprehensive theoretical speculativeness and empirical research are developed. The questions and viewpoints are as follows:1. What kind of aspects should be included in college English teacher performance? What are the functions, principles and significance of college English teacher performance evaluation?College English teacher performance evaluation is the assessment to the work performance of college English teacher, including teaching, scientific research and service. In other words, it refers to the evaluation to labor process, labor behavior and labor results of college English teacher. It can regulate and guide the teachers'behavior according to the evaluation feedback so that the teachers'qualities, teaching level, scientific research level and service level can be improved. The particularities of college English teacher as distinguished from other groups should be considered in the process of evaluation and process of establishing the index system. To some extent, performance evaluation means efficiency evaluation, so that the cost factor or the input factor should be taken into consideration. The evaluation can be made from the aspect of cost input and performance output, to reflect the efficiency. Developing college English teacher performance evaluation will benefit foreign language teacher performance evaluation system, will contribute to the development of foreign language teacher management theories, will be helpful to improve college foreign language education quality, will be favorable to bring in competition mechanism, will be good to stimulate or motivate teacher enthusiasm and initiative, will be beneficial to attract talent, enlarge faculty force, improve the organizational efficiency, will be conductive to fill the gap of current studies.2. Are there any differences between the performance of college English teacher and that of other industries or other professions? If there are, what are the particularities of college English teacher performance? College English teacher have their own particularities as distinguished to other groups, such as industrial characteristics and professional features. Industrial particularities cover:the particular teacher quality skill required by teacher vocation; the specialty and complexity of teacher labor method, labor process, labor object and labor fruits. Professional particularities comprise:rapider development and wider affirmation of English major; larger population of English teacher; nation-wide unified examination; larger class teaching; more significant status in students'mind; the tool role of English; nation-wide college English teaching reformation; many times foreign language education policies promulgation; the longest time as obligatory course; more credits than other subjects, etc.3. What kind of teacher can be called high-qualified college English teacher? What are their characteristics?The characteristics of high-qualified college English teacher refer to the differences of high-level college English teacher as distinguished to low-level teachers, in the respects of teaching, scientific research and service. The characteristics are as follows:(1) abundant education knowledge and language knowledge, including foreign language knowledge, general education knowledge, and pedagogy knowledge etc; (2) problem consciousness and critical thinking, containing exploring teaching phenomena, making a critical thinking in teaching and studying, integrating theory with practice; (3) excellent teaching ability and information accomplishment, flexibility, initiative and creativeness;(4) all-around development value, individuality development belief and lifelong development belief, covering reflective teaching, cooperation development, network studying, teaching action research; (5) better teaching autonomy and higher sense of self-efficacy, such as great profession promise ability, automatic working motivation, better education validity; (6) stronger personality, influence, communication capability; (7) outstanding achievement on foreign language teaching, scientific research and service, embracing finishing teaching task successfully, publishing scientific research papers, taking active part in service activities inside school and outside school, contributing their share to foreign language subject development etc.High-performance college English teacher can be judged from two sides:teacher behavior and teacher achievement. Teacher behavior, such as teacher synthetic quality which is the base and condition of teacher achievement, teacher achievement, such as teaching, scientific research and service is the logical result of teacher behavior. Generally speaking, the teacher behavior of high-performance college English teacher is highly reasonable, teacher achievement is highly effective.In details, there are four fields, i.e. quality, teaching, scientific research and service. They are an entirety; they constitute the characteristics of high-performance college English teacher.4. What is the status quo of college English teacher performance evaluation? This question can be divided into the following subquestions:1) What are the methods of college English teacher performance evaluation? What has been included in the evaluation indexes? 2) How do colleges feedback and use the performance results? 3) Are college English teacher satisfied with the current evaluation system? What are their attitudes? 4) Is the current evaluation system reasonable? What kind of problems are in the present evaluation system? How to solve the problems?The questionnaires and interviews to 108 college English teacher coming from 23 universities are made to find problems in the current evaluation system. Some colleges take quantitative method, some take qualitative method, others take both; evaluation indexes mainly include teaching hours and scientific research tasks, science and technology colleges make more emphasis on the scientific research tasks; some universities make feedback to the assessment result, but others do not; most of the college English teacher are not satisfied with the current evaluation system and execution process. There are a lot of problems in the present performance evaluation system. Firstly, there are some problems in the performance evaluation mechanism, such as stressing quantity but not quality, making evaluation as a mere formality. Secondly, there are some problems in the performance evaluation system, like lacking unified rubrics; emphasizing the outputs of teachers but not inputs; the evaluation results do not make for teachers'improvement. Thirdly, there are some problems in the performance evaluation indexes, such as the indexes themselves are incomplete and lack of scientific analysis, are short of differences between different indexes; indexes'orientation is unreasonable; the interpretation of the indexes are overlapping. Therefore, the differences of college English teacher should be taken into consideration when designing the performance evaluation system, so that the equity and scientificity of performance evaluation to college English teacher can be guaranteed.5. How to establish a reasonable college English teacher performance evaluation system? What should be included in this system? What are the guidelines and stages of the reasonable evaluation system?Theoretical supporting is necessary for a reasonable evaluation system. There are many theories to support college English teacher performance evaluation system, such as teaching procedure theory, teacher evaluation theory, values theory, human resource management theory, system theory and motivation theory. There are many guidelines for the evaluation system:principle of people-oriented or people foremost, principle of subordinating the interests of the part to those of the whole, principle of combining theory with practice, principle of unifying universality with particularity, comprehensive principle, operative principle, objective principle, feasible principle systematic and dynamic principle, the principle of emphasizing promoting teacher's quality, stressing teaching methods and teaching modes indexes. There three stages of designing the evaluation system:divergent phase, convergent phase and experimental stage.As most of the foreign language departments of universities undertake three tasks, i.e. foreign language teaching, scientific research and service, in accordance with college developing targets and talents cultivating requirements, there are four aspects involved in college English teacher performance evaluation:quality, teaching scientific research and service. (1) Quality, headed by virtue, covers teaching attitude, scientific research morality, team-work spirits, and professional quality, being a paragon/model of virtue and learning for others, etc. (2) Teaching includes teaching hours, teaching quality, teaching innovation and students'impression. From the quantitative respect, teaching means teaching hours, student numbers and teaching method, etc. From the qualitative respect, teaching means the students'impression, the experts'impression and marks. (3) Scientific research contains original scientific research fruits, the quantity and quality of scientific research projects and articles, etc. (4) Service consists of inside-school and outside-school socially useful activities, the teacher's status in the academic world, like social position, government position and other professional contributions, and so on. On the base of existing research on the teacher performance evaluation, questionnaires and interviews are made to more than 100 college English teacher and 10 foreign education experts, in-depth interviews are made to the college English teacher with administrative post coming from 17 universities. The college English teacher performance evaluation system structure is constructed after repeated siftings and discussions.6. What is the appropriate evaluating method to college English teacher performance? Why the data envelopment analysis (DEA) method is adopted? How to use DEA method and bench-marking method to make an evaluation to college English teacher performance?There are many methods to make performance evaluation. After comparing, DEA is adopted for its advantages and feasibility. The chief advantages of DEA are:horizontal comparison and longitudinal comparison among different teachers can be made; the dominant functional relationship between input indexes and output indexes does not to be calculated beforehand; the comprehensive rate parameters do not need to be calculated in advance; the non-dimensional quantities treatment do not need to be done; dimension of the input and output indexes do not need to unified; DEA deals with the input and output indexes separately with less computation amounts; so it is more objective and feasible to use DEA method in college English teacher performance evaluation. However, DEA can only deal with relative efficiency evaluation, it can not make analysis to each effective decision-making unit (DMU) in the case of there are multiple effective DMU. So the bench-marking method is used to make up this shortcoming of DEA.In accordance with the DEA model and evaluation system of college English teacher performance built in this thesis, the input of college English teacher performance includes:manpower input, material input and financial resources input; output of it includes:teaching output, scientific research output and service output.7. In the college English teacher performance evaluation, if there are some teachers' evaluation result is unsatisfactory, how to present his or her improvement plan using DEA model? How to use DEA model to evaluate some teachers who are unbalanced in their teaching performance and scientific research performance?This thesis combines the DEA method and bench-marking method, it not only can make performance evaluation to college English teacher, but also can offer improvement strategies to non-valid teachers, and for instance, by adding teaching hours, scientific research tasks or improving the degree of whole performance satisfaction, by this way the non-valid teacher can become valid teacher. A second round evaluation can be made to all the valid teachers, by integrating bench-marking method into DEA model, so that the ranking of the valid teachers can be gotten. In addition, by applying constraint conditions to the DEA model, the unbalanced development problem of college English teacher in teaching, scientific research and service can be solved; the unbalanced development problem of college English teacher in teaching quantity and teaching quality can be solved partly.An empirical study is made in this thesis, based on the characteristics of college English teacher, a preference constraint of balancing teaching and scientific research, and another a preference constraint of balancing teaching quantity and teaching quality are designed to add to the DEA model of college English teacher performance evaluation(CETPE), with the changing of the constraints, the value of DEA and the ranking sequence of the 15 teachers are changing. This means the valuators'guidances have significant influences on the evaluation result. Different guidances can be provided through adding different constraints. In the foreign language teaching and scientific research, valuator/appraiser/estimator can present different constraints purposefully, especially to the problems that the valuator concerns about. By this means, the problematic teachers can be found, and the pointed improvement measures can be put forward. The valuators should guide college English teacher to balance their teaching, scientific research and serve work, so that they can get higher performance.This study consists of 9 chapters.Chapter one mainly introduces the background and significance of the theme, including the background information of teacher performance evaluation and the relative legal policies; the practical & theoretical significance of the theme; the main studying questions, variables, objects, contents, researching methods, researching frame and range.Chapter two gives a refined definition of college English teacher performance evaluation; analyzes the actuality or status quo of college English teaching, the particularities of college English teacher, the characteristics of high performance college English teacher; illustrates the function of college English teacher performance evaluation.Chapter three collects and analyzes the existing data of college English teacher performance evaluation, including the developing course and evaluating practices both at home and abroad; summarizes and analyzes the existing studying achievements and theories by sorting; describes the issues and shortages in current researches; makes a summary of the survey results in college organizational level on the base of sufficient document investigation of related research works at domestic and abroad; in this chapter, on the issues of CETPE, questionnaires survey and interview investigation are adopted; the present problems and influential facts are pointed out, several solutions to these issues are put forward.Chapter four expounds the theories supporting college English teacher performance evaluation, including teaching procedure theory, teacher evaluation theory, human resource management theory, values theory, motivation theory, system theory. Chapter five gives the detail information about the guidelines and principles of college English teacher performance evaluation index system. The concrete index structure, evaluation procedures, evaluation steps, evaluation indexes and index weight design are presented.Chapter six expounds the specific methods of college English teacher performance evaluation. Data envelopment analysis (DEA) method is outlined, including its meaning, fundamental rules and basic analysis function. The two basic models of DEA, their actual meaning and application conditions are introduced in here. The characteristics of DEA as a method of performance evaluation are described; the feasibility and superiority of DEA in this study are elucidated. The limitations of DEA are also be analyzed. Then, the benchmarking management method is introduced. The benchmarking management method is integrated with DEA method to compensate or make up the shortcomings of DEA model.Chapter seven establishes the DEA model and the evaluation index system of college English teacher performance. On the basic analysis of the job of college English teacher, an input analysis and an output analysis of college English teacher's job are made. An index system is constructed from the perspective of DEA.Chapter eight is an empirical analysis. It is a case of college English teacher performance evaluation. In this chapter, DEA model and benchmarking management method are applied, taking 15 English teachers of a university as the sample, an operation, a solution and a relative analysis are made. The feasibility of this evaluation system and method can be verificated in this way. At the same time, in accordance with the reduction function of DEA model, several kinds of improved schemes for inefficient DMU (DEA decision making units) are supplied. A second round evaluation is performed to the efficient or valid DMUs by using the benchmarking way. At last, from the aspect of balancing among teaching, scientific research and service, a DEA model with constraints is brought forward.Chapter nine is a summary to generalize the whole study, innovations and limitations in this dissertation. Suggestions are proposed for further research and improvement.
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