Research On University Teachers' Performance Evaluation

The system of the university teacher's assessment is the core-stone of modernuniversity personnel administration.The fundamental purpose of this system is,based on the concept of people foremost and that of encouraging learning,byfollowing the principles of scientific assessment,effective use of the assessmentpattern,technology,methods and tools to link up the process and results of theassessment to personnel administration,such as teachers' recruitment,paymentdistribution,and personnel training,to achieve the rational allocation of theteaching resources through the guiding force and managing functions of theassessment,so as to safeguard the realization of the basic aim of the university.Andat the same time,to encourage the independent,overall and professionaldevelopment of the university teachers.The nature and characteristics of theprofession of the university teacher determine the complexity of the assessment.It is atough mission to set up an assessment system,based on the stimulus theory,theneeds to encourage independent development of the university teacher,in line withthe laws of the double purpose of research & teaching,that of the growth of theteachers and embodying the characteristics and the administrative realities of specificuniversities.For years,the academic community attaches importance to theassessment research,but generally speaking,the extent and the depth of thisresearch leave much to be desired:the stress of the majority of the research laying ongeneral and universal issues;topic research,project research explicitly inadequate;levels of these research unsatisfactory compared with the international standards;target nations limited,research inadequate;empirical research needing to bestrengthened;research appearing to be random,simplistic,lack of systematic anduniversal research.This paper mainly centers on two core ingredients:performanceevaluation and self-motivated development of the university teachers,consisting ofsix major parts.The first part is the introduction that mainly gives the background of theselection of the research topic and its academic significance.Through relevantliterature review,it analyzes and offers comments on,the actual conditions ofresearch of the university teacher's assessment,gives explanations of the basicapproach,methods and original ideas.The second part is the first chapter that gives a full explanation of the theoreticalsupport of the assessment system.First of all,it expounds the task of a university,the nature and characteristics of the profession of the university teacher.Secondly,itdiscusses the basic issues of the assessment system from the four independentperspectives:the university teacher's assessment under the general universitymanagement system;the contents of the university teacher's assessment;the functionof the university teacher's assessment;the characteristics of the university teacher'sassessment.Thirdly,it expounds the organizational behavioral theory as theoreticalsupport of the assessrnent system from the three aspects:the content-motivated theory,the process-motivated theory and the behavior-reform-motivated theory.Andit also verifies the theoretical significance of the assessment system to encourage theuniversity teacher's independent development and the overall performance of thewhole organization,based on the university teacher's independent development,and supported by the three theories.The third part,including chapter two and chapter three,discusses the existingconditions,future trends of the university teacher's assessment system from bothdomestic and international perspectives,so as to sketch a general picture of thissystem.First,through an introductive analysis of the assessment systems of theUnited States,Canada,England,Germany,Japan,South Korea,andSingapore respectively,it describes the international trends of the assessmentsystem and its value for our reference.Then,through analyzing and summarizingthe historical development of the assessment system in China,the framework andcharacteristics of this system,the reflections on the existing questions andexperiences,and by using the methods of sampling and analysis,it offers ageneral analysis and description of the existing university teacher's assessment system.The fourth part,consisting of chapter four and chapter five,is the originalpart of this dissertation that puts forward the pattern,method and technology of theassessment system with the purpose of encouraging the university teacher'sindependent development.First,it puts forward the principles of the assessmentsystem and clarifies the regime framework and its orientation.And from theperspective of empirical study,it explores the possibility of establishing the patternof this assessment system.Then,this part further explores the method andtechnology of the assessment system with the purpose of encouraging the universityteacher's independent development,and put forward the governing laws,content,difficulty and the pattern and index management of this assessment system.At the same time,it gives a through description of the methods of assessmentsystem.Finally,from the perspectives of the applied fields and direction of assessedresults,the feedback of the assessed results and the effectiveness of theassessment,it makes further explanations concerning the application of assessedresults.The fifth part is the sixth chapter that offers policy suggestions to improve theeffectiveness of China's assessment system.First,from the three perspectives of thefunction,the limitation of the assessment system and the needs to set up anassessment system with the purpose of encouraging the university teacher'sindependent development,based on the research of previous chapters and toenhance the practical effectiveness and the applicability of the achieved results,itputs forward seven suggestions as follows:to set up national standards for theassessment system;to set up national assessment index management system;todynamically and creatively improve the patterns and methods of the assessmentsystem;to transform the guidance of assessment,personnel and distribution with thepurpose of encouraging the university teacher's independent development;toformulate measures and regulations to perfect and reform the university teacher's assessment system;to set up open,international-standard mechanism to facilitateeasy communication concerning the research of the university teacher's assessmentsystem;to make constant efforts to strengthen the intensity of the research of thequalified personnel assessment system,especially the university teacher'sassessment system.The sixth part is the generalization of the seven major conclusions achieved inthis project.The innovations of the dissertation are as followings:1.it is the first time toexplore thoroughly the system of the university teacher performance assessment fromthe view of teachers self-motivated development,and it is an important breakingthrough in theory and methodology.Based on the concept of people foremost and thatof teachers as subject,the paper further stresses the idea of teachers asfoundations,concerns teachers' vision in the career development,highlights theindividuality unit between the organization and the individual,refrains from theinclination of only emphasizing the realization of organization objectives in theformer research of teacher performance assessment;2.it is the first time tosystematically construct the model of university teacher performance assessmentbased on teacher self-motivated development,form a whole setup of teacherperformance assessment that could be popularized and applied;3.on the base ofseizing the university teachers performance assessment in our country,it is the firsttime to put forward the operated policy suggestions for universities and educationaladministration to motivate teachers to renew the model of cultivating students andadvance science and technology with the means of teacher performance assessment.