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The problem of middle managers’ assessment in colleges and universities is related to the institution building of the university and its ability to develop healthily. At present, there are many problems in the middle managers’ examination of colleges and universities in China. For example, most colleges lack a systematic assessment concept, ignoring the differentiation of assessment objects and the specificity of assessment methods; the assessment subjects lack comprehensiveness and scientificity; the assessment feedback link is not sound; the assessment results are low in credibility and inadequately applied. To this end, colleges and universities need to establish correct assessment concepts, formulate systematic assessment systems, formulate detailed and specific indicators, promote communication and understanding between assessment subjects, strengthen information feedback work of assessment results, and strengthen assessment results’ use. There is no performance management in the absence of performance appraisal. Performance appraisal is a realistic problem faced by governments at all levels in China. University performance appraisal has always been an important indicator for colleges and universities to evaluate the efficiency of university staff. The assessment of middle-level managers is a constant concern of colleges and universities. Studying and solving the performance appraisal of middle-level cadres is an effective way to improve the management performance of colleges and universities. Based on the problems existing in the current middle school assessment, this paper proposes specific measures to solve the existing problems, and further studies the theoretical evaluation of middle-level cadres in colleges and universities. 1. Problems in the Middle Managers’ Examination of Chinese Colleges and Universities 1.1 Lack of Systematic Assessment Concept Assessment performance is the starting point and the foothold of cadre management. The performance appraisal concept is the primary issue for cadre performance appraisal. The systematic performance appraisal work concept determines the direction, purpose and ideas of the cadre performance appraisal[1]. However, the actual situation of the middle-level assessment of colleges and universities in China is not optimistic. Lack of detailed assessment process, assessment requirements and assessment department allocation before the assessment, it is easy for the assessment staff to be like a headless fly in the actual operation process, so that the target results cannot be achieved. In the actual operation process of the assessment, the general colleges and universities will adopt the annual evaluation method. The main measures may be that the leading cadres write the debriefing report at the end of the year and perform the job description. The content of the debriefing includes the specific work situation, work performance and the deficiencies summarized in the self-reflection situation. On this basis, the leaders of each department will adopt democratic evaluation. The evaluation options generally include excellent, qualified, basic and unqualified, and the final result will also show most qualified optimism. This kind of assessment method only pays attention to the annual evaluation results, and ignores the daily work assessment, which easily leads to the “proximate cause effect” and the “halo effect”. On the other hand, because the assessment options are not detailed in detail, the arbitrariness and non-authenticity of the assessed persons are objectively increased, and the function of stimulating and supervising the assessed personnel cannot be exerted. 1.2 Ignore the Differentiation of Assessment Objects and the Relevance of Assessment Methods At present, most colleges and universities in China want to save time and cost in the assessment process. Therefore, in the assessment process, the distinction between assessment objects and the development of targeted assessment methods are often ignored. In fact, the general colleges and universities in China will include internal organs such as the functional departments of the organs and the auxiliary units of teaching and research, and will also have their own units. The work content and scope of duties of different units, different departments and different types of personnel are different, and the objectives and requirements are different. If the assessment is "one pot" under the same general standard, the assessment evaluator can only rely on his own feelings and experience. The impression is to judge the object of assessment, and the subjective randomness of the evaluation is large[2]. In the existing assessment system, it is often the case that all departments adopt an assessment method for assessment. There are very few assessment methods that can be adopted according to different units, different levels and different responsibilities. This has led to the inability to distinguish between the performance of the evaluation work and the recommendations that have substantive effects through the assessment results. 1. 3 The Subject of Assessment is Lacking in Thoroughness and Scientificity 360-degree feedback (360°Feedback) As a widely used assessment method for leadership, it was introduced into the leadership assessment[3]. In the existing cadre assessment, most of the participants in the assessment are the school leaders, middle-level leaders, and faculty representatives. A lot of literature and related research indicate that the main body of this assessment is not scientific enough[4]. According to the actual situation in China, the chances of high-level leaders appearing in the social line of sight are large, which leads to the lack of understanding of middle-level leaders by appraisers, and there are often appraisers and examinees. Before the assessment, I just realized the situation that I only knew when I was assessed. It is very difficult to make some assessments that are in line with the actual situation. Most of them can only rely on the basic impressions and the basic grades. The assessors made the assessments. Evaluation is often irrational, and “qualified” is the best option for not making mistakes. 1.4 The Feedback Process of the Assessment Process is not Perfect The information feedback work is the last link of the assessment, which can prompt the assessed personnel to understand the problems existing in their previous stage of work, and also the source of information for the development of management policies[1]. At present, there is a widespread problem in colleges and universities that does not pay attention to this link or even lacks this link. In the process of assessment, if there are problems or errors, the applicants should be reminded in time to conduct an interview discussion. The difference is whether the examinee's own problems or problems in the assessment process improve the rigor and accuracy of the assessment, instead of Already found the problem in the assessment process but did not inform the person being assessed, and finally ended the assessment with “qualified” or “unqualified”. 1.5 The Assessment Results are Low in Credibility and Inadequately Applied The low credibility of the assessment results can be attributed mainly to two aspects: the development and implementation of assessment methods. A single “qualified” and “unqualified” in the assessment method cannot accurately and systematically evaluate the work effort and performance of the assessed person. One person's efforts can't be affirmed or perfunctory evaluation, which will definitely lead to the enthusiasm of the examinee, and the quality of work will gradually decline. Naturally, the trust of the assessment results will continue to decrease. In the process of assessment and implementation, the overall quality of the appraisers cannot reach the ideal level, the professional population is lacking, the objectivity is reduced, and the subjectivity is dominant. This is one of the reasons why the appraisal results are not credible. Nowadays, colleges and universities have implemented subsidies for uniform standards, no longer pay bonuses. Those who are rated as excellent can get rewards. On the one hand, they give less rewards and do not have substantial incentives. On the other hand, they have fewer people and competitive pressure. Retired a lot of competitors. If you fail to pass the test, you will be punished by the post allowance. There is still a problem of less money and less effort, and you cannot achieve a substantial punishment. This year's mistake may still happen again next year. At the same time, the results of the assessment are not closely related to the appointment and dismissal of the cadres. As a result, the excellent assessees and the lower-ranking promotion opportunities are equal. The excellent ones do not get the promotion opportunities, and do not reflect the principle of giving priority to the best. To a lesser extent, the enthusiasm of the middle-level leaders is reduced, and the results of the assessment cannot play a substantial role. All of the above problems have reduced the systemicity, scientificity and effectiveness of the middle managers’ examinations in colleges and universities to a certain extent, which restricts the vision of the various departments and units of the university to check and fill the gaps and continuously improve. Therefore, the rational formulation of the assessment system, the effective implementation of the assessment process and the fullness of the assessment results are important foundations for the establishment of middle managers’ assessments in major universities. 2. Methods and Countermeasures for Improving Middle School Assessment in Colleges and Universities 2.1 Establish a Correct Assessment Concept The assessment concept is of great significance for the smooth implementation of cadre assessment. The concept determines the will, and the concept is establis

To Deeply Explore the Problems and Countermeasures in the Assessment of Middle-Level Leaders in Chinese Colleges and Universities