Due to the late establishment of higher vocational colleges and lack of experience, a scientific and recognized assessment system has not yet been formed. Although many schools have made great efforts and attempts to evaluate teachers' performance and achieved a lot, there are still some problems more or less. After in-depth investigation and analysis, the author found the following problems:

(A) insufficient understanding of the performance appraisal system

At present, the assessment system of some higher vocational colleges is mostly in the primary stage, and the importance of teacher assessment in school human resource management has not been fully realized. Some schools attach importance to the introduction and training of talents, but despise the use and assessment of talents, which can not fully mobilize their enthusiasm and creativity. Performance appraisal gives teachers the feeling that performance appraisal is just going through the motions and catching up with the situation, and it is only the basis and tool for distributing benefits when giving bonuses or class allowances at the end of the year.

(B) the evaluation index system is unscientific, with more qualitative analysis and less quantitative analysis.

At present, the existing assessment methods in some higher vocational colleges basically follow the old method of "annual assessment of staff in administrative institutions" and are carried out in four aspects: "morality, ability, diligence and performance". However, in the specific implementation of the assessment, these indicators are not decomposed according to the actual situation or are not specific or comprehensive, and the assessment criteria are qualitative, and there is no quantitative standard or the quantitative standard is too complicated. Evaluators usually make evaluations based on experience and impressions. Scientific assessment results should be obtained by scientific assessment systems and methods, otherwise it will lead to one-sidedness and unscientific assessment, and it is difficult to achieve effective assessment.

(3) The assessment method is too simple and lacks scientificity and objectivity.

In some schools, the assessment methods for teachers are mainly to organize students in teachers' classes to rate teachers' teaching level, as well as spot checks by teaching supervisors and teachers' teaching and research departments to rate their teaching effect and scientific research level. Although these scores can generally reflect teachers' teaching attitude, teaching level and teaching effect, candidates' subjective factors have a great influence, and abnormal factors such as personal interpersonal relationship and some utilitarian tendencies will affect the fairness of the assessment results. For example, when some students grade the teacher, the teacher is loose and the exam is easy to pass, so they score high. If the teacher is severe, he will retaliate and give such a teacher a low score. In this way, on the one hand, it will send inferior graduates to the society, on the other hand, those responsible teachers may be transferred or dismissed because their students fail in grades.