Author_Institution :
Department of Human Resources, Jingdezhen Ceramic Institute, Jingdezhen, China
Abstract :
Notice of Retraction
After careful and considered review of the content of this paper by a duly constituted expert committee, this paper has been found to be in violation of IEEE´s Publication Principles.
We hereby retract the content of this paper. Reasonable effort should be made to remove all past references to this paper.
The presenting author of this paper has the option to appeal this decision by contacting TPII@ieee.org.
By starting from the origin of America´s differentiated evaluations, this paper analyzes deficiencies of current college evaluations in China, such as the objective of evaluation focuses on management and neglects development, improper classification of evaluation objects, single evaluation index, simple evaluation means, and insufficient feedback of evaluation results, etc.; furthermore, it points out inspirations from America´s differentiated evaluations for performance evaluation of Chinese college teachers, including: cultivating concept of differentiated evaluations, integrating rewards and punishments with development, clarifying purposes of differentiated evaluations, admitting differences among teachers, focusing on characteristics of teachers of different phases, constructing system of indexes for diversified evaluations, adopting flexible evaluation means according to different evaluation purposes, etc.
