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Constructing a scientific and reasonable teacher performance evaluation system was a guarantee for research universities to motivate teachers’ creative enthusiasm, optimize teaching staff, promote discipline construction and establish highlevel research universities. This paper analyzed the problems of evaluation system in research universities in China, and proposed the constructing principles of teacher performance evaluation system. It was explored that the differentiated quantitative evaluation indicators according to the subject discipline, staff category, and team structure and so on, while taking into account the sustainable assessment model combining the performance quantitative indicator evaluation and the developing qualitative evaluation. Index Terms research university, job performance, evaluation system. 1. Research background University teacher evaluation system is a hot issue in higher education research, also an important part of the personnel system reform in colleges and universities. In particular , research universities have taken the tasks of subject construction and cultivating innovative talents. The significance of these tasks and the teachers’ varied complexity increase the difficulty of establishing scientific teacher evaluation system. Xiong Lan, et al. pointed out that the main problems of university teachers' evaluation were concept deviations, narrow content and unitary form, administrative procedures, poor evaluator diathesis and so on. Gu Cheng, et al. believed that the current university teacher evaluation systems and standards did not fully reflect the content of requirements of teachers’ quality, and the objectivity, authority and impartiality of the evaluation results should be improved. 2. The problems of research university teachers’ performance evaluation system in China A. The lack of differentiation of the evaluation indicator system There is disciplinary difference, position difference and personal difference in universities, therefore the performance evaluation of university teachers should reflect the differences, and could not apply the unified evaluation criteria. The universities sponsored by “211 Project” and “985 Project” and a number of universities with graduate student fostering system present the objective to construct the research universities, but the level differences between disciplines in universities are great. Many colleges and universities go after upgrading blindly and the trend of teacher evaluation system is similar, without considering their school’s stage of development, levels and characteristics. Hence the teachers can not use the teacherevaluation system as the correct “baton” to contribute to the subject, which leads to the departure from the school’s development targets and the waste of human and material resources. B. The partial evaluation indicator system In United States, university teachers’ workload is specified as the three parts of teaching, research and service, three-in-one professional teacher responsibility. However, at present, the main indicators of college teacher evaluation system in China are two quantitative indicators of teaching and research. The examination of research values the fund and quantity, but ignores the influence of the outcome. The evaluation of academic articles pays attention to the publication level and the published amount, but ignores the quality of the papers. The evaluation of teaching work emphasizes the teaching workload, while neglects the updates of teaching content, the teaching results, the improvement in teaching methods and quality and so forth. The current evaluation system has not attached importance to service work. In fact, the teachers have to complete not only teaching and research tasks, but also to undertake specialized tasks such as specialty, curriculum and subject construction. C. The deviation of the evaluation index system orientation The evaluation index system is the “baton” of teacher development. In the present context that universities are generally fickle, many universities assess teachers according to the standard of application for Master and Doctorial degree granting units and for key disciplines. Teachers were evaluated according to the project and thesis level, and the scientific research was bounded up with the teacher’s incentives, promotions, salaries and status. Under this value orientation, university teachers will no doubt focus on making up the number of papers and research projects, and it is hard to devote the energies to innovation and teaching reform. Accordingly, the spirit lost, the individuality and innovation depressing appear, and it is difficult for the teachers to cultivate talents with innovative spirit and innovative ability. In addition, the current teacher evaluation system is basically individual-based, and there are no evaluation and encouragement mechanism for teams. Therefore, the “fighting alone” situation appears, and it is difficult to form a sustainable innovation team. It hams the discipline condensing and undertaking the major national scientific research projects. International Conference on Education, Management and Social Science (ICEMSS 2013) © 2013. The authors Published by Atlantis Press 88 3. The construction principle of the performance evaluation system for research universities teachers’ in

Constructing Teacher Performance Evaluation System about Chinese Research Universities