Researching On Evoluation System With Promoting Faculty To Educational Self-conscious During The Transition Period

Faculty evaluation has a long history, and it is a large proportion in the various kinds of university assessment and rankings evaluation. However, the system of evaluation of university teachers has been widely recognized, criticized by the public, and some doubt is put on the rationality and necessity of the evaluation system. This dissertation, after revelation of the absurdity of Ayer's theory, demonstrates the universal values in a given period and condition, which are considered necessary, feasible and urgent during the transitional period.Each management system or evaluation system has a corresponding assumption of human nature. According to factor analysis of the demands for universities teachers, a structure of needs about university teachers is established, including achievement needs, material needs, academic development needs, pleasant living needs and security needs. The structure of needs is like a shape of cup different from Maslow's structure of needs shaped like a pyramid. The strongest need is achievement needs not material needs; the latter one is the second strongest. On the basis of the demand structure, the assumption of human nature of university teachers'evaluation is proposed, or a complex man towards educational consciousness. Complex reality, in the face of potential consciousness, if applied appropriately, the potential educational consciousness can be transformed into reality consciousness.It is very important for managers and evaluators to understand the psychological feelings and organizational behavior of members of the organization.Organizational conflict plays a more direct and visible role in the process of the faculty development. During the faculty evaluation, organizational conflict also happens often, with a potential impact and damage to the organazation, but the conflict also has a cohesive, active, positive role in regulation. Conflict is inevitable, but the problem has to be solved continuously. There are five methods to solve the conflict:avoiding, enforcing, accommodating, coordinating, and compromising. The first three are negative, failing to solve the problem, only a temporary cover-up, while the latter two can get positive results through consultations and negotiations. Thus, the concept of game theory is introduced, according to which reasonable game's rules can guide the game participants to play according to the rules, and also be able to transcend the limitations of zero-sum game thinking. Similarly, appropriate universities teachers'evaluation system can guide teachers to work according to the system, reduce utilitarianism and speculating behaviors and promote the faculty to the educational consciousness.The current teacher evaluation paradigms can be divided into two kinds:results-oriented university teachers'evaluation and process-oriented university teachers'evaluation. The former one is corresponding to summative teachers'evaluation system, or rewarding-punishing teachers'evaluation, while the latter corresponding to developing teachers'evaluation system, or formative teacher evaluation. Faculty evaluation towards educational consciousness during transition is inclined to the latter, but it does not totally negate the former. And it proposes considering both process and results as well as development and reward together with punishment. The results of the survey also support this claim. Therefore, determining the criteria of the faculty evaluation should combine both paradigms, pay attention to the process dimension indicators which are overlooked easily. This is the only way to prevent fraud opportunistic behavior effectively, while encouraging and supporting those efforts of the teachers who have no obvious achievements temporarily but positively persist for a long term. If we stick to this, it helps the faculty to go towards educational consciousness, and also guides others toward educational consciousness.The evaluation criteria, methods and techniques of results-oriented faculty evaluation system, are already quite mature. However, process-oriented faculty evaluation still lies in theoretical stage, and, the results are not satisfactory, hardly put into practice. The author extensively explores support system of process-oriented faculty evaluation, including institutional, personnel, and technical supports in this dissertation. With highly advanced information technology, constructing policy-making system of the teachers'evaluation enables us to solve the problems effectively due to process dimensions in terms of time and space. With the more perfect supporting system of the policy-making of the university teachers'evaluation, the evaluation system will be able to play a more important role in promoting the faculty towards educational consciousness.