# Design of English Teaching Postcompetency Evaluation System Based on Data Mining and IoT

Authors: Yanfei Yao
Journal: Wireless Communications and Mobile Computing
 (2022)

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## Abstract

Considering the unfortunate skill of English teaching posts, this paper advances the plan strategy for English teaching postcapability assessment framework in light of data mining, further develops the framework equipment arrangement, upgrades the activity cycle and capability of the framework programming, and builds the English teaching postability assessment framework. At long last, it is affirmed by tests. The English teaching postability assessment framework in view of data mining has high practicability during the time spent down to earth application and completely meets the examination necessities.


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## Body

## 1. Introduction

The traditional English teaching postcompetency assessment framework, in view of the laid out imperative boundary record examination model, assesses the capacity of enormous data model and concentrates the component data of capacity requirement, incorporating data mining calculation, mining and coordinating the list boundaries of postability, and finishing the arrangement of teaching asset designation plan, to experimentally assess the capability of English teaching post [1]. Be that as it may, because of the intricate estimation cycle of this technique, the activity effectiveness of the framework is poor. With the turn of events and improvement of data handling, enormous data examination, and different advances, its application to teaching assessment and asset data booking has high commonsense worth, which is helpful for the improvement of quantitative administration and arranging skill in the teaching system. Since there are many benefits that influence the course of English teaching postskill assessment, it is important to quantitatively test and dissect the capability level of English teaching post. On this premise, we can finish the development of the boundary model that limits the ability and afterward get the huge data investigation model [2]. The capability assessment of English teaching posts can work on the scientificity and practicability of the assessment interaction and the capacity of quantitative forecast by utilizing data combination and mining handling strategies to finish the development of the goal capability and factual examination model. The trial results show that the English teaching postskill assessment framework in light of data mining essentially further develops the data combination and examination capacity and exactness during the time spent English training postcapability assessment and has high useful application esteem [3].The susceptibility of IoT devices to malware is a significant issue. IoT increases and broadens the attack surface of malware, despite the fact that it is not a new danger. Attacks that target specialized embedded systems have an astonishing impact, as shown by sophisticated viruses like Stuxnet and Duqu [25].


## 2. Design of English Teaching Postcompetency Evaluation System

### 2.1. Hardware Configuration of English Teaching Postcompetency Evaluation System

As a business process, postcompetency consists of a series of tasks and can transfer and execute documents, information, or tasks among specified service performers through specific business rules. An activity completed by several people and in process can form a postcompetency model. The postcompetency model can be analyzed by the system with postcompetency characteristics to generate activities and control the implementation of each activity. Professional terms related to postcompetency include engineering, process, activity, migration, process variable, activity variable, and participant. Figure1 shows the metamodel of postcompetency.Figure 1
The metamodel of postcompetency.It can be seen from the metamodel that the postcompetency model contains multiple process definitions. The process definition can generate postcompetency activities and post-competency-related data. The implementation of postcompetency activities is completed by the postcompetency participants, and the postcompetency participants can be obtained through the organization model [4]. The change of postcompetency activities can be completed through the migration of information. The postcompetency management system is the software designed and developed by many school. English teaching in China is relatively important. It is expanded according to the characteristics of domestic industries, supports the requirements of various industry applications for postcompetency technology, has an advanced technical architecture, and can support school level applications, and the postcompetency engine does not depend on the application server, which is convenient for deployment [5]. Reduce the cost of developing applications, just SUNFLOW jar sunflow web service client. Jar file will not conflict with other jar files. The implementation scheme of this paper adopts SUNFLOW postcompetency management system. The equipment construction of the framework is shown in Figure 2.Figure 2
The system hardware structure.The centralized operation system based on English teaching postcompetency also adopts object-oriented development mode, and the selected database is relational database. In order to reduce the development workload and use the object-oriented idea to operate the database system, the data mining algorithm is adopted [6]. It provides object-oriented methods for establishing mapping relationship and database-related operations from Java classes to database tables. By calling these methods, corresponding SQL statements can be automatically generated and executed [7]. Thus, the complexity and tediousness of database operation are reduced, so that Java programmers can focus on using object-oriented methods to operate the database, reduce the requirements for developers to master the depth of the database, improve work efficiency, and optimize the system hardware configuration.


### 2.2. Function Optimization of English Teaching Postcompetency Evaluation System Software

The foundation of human asset of the board framework in view of data mining will enormously fortify the job of human asset of the executives in school advancement and work on the productivity and impact of human asset of the executives. Under the capability-based culture, the school will turn into a spot loaded with essentialness and assist individuals with developing. Instructors really buckle down for their own learning, development, improvement, and fulfillment and endeavor to give their all for themselves, their groups, and school and students [8]. Obviously, not all schools are reasonable for laying out a human asset in the board framework in view of data mining. Generally speaking, the schools suitable for establishing this human resource management system includes the following: high-tech schools with knowledge-based teachers; service schools with service teachers as the main body; schools with flat organizational structure, network, and team; and schools with rapidly changing external environment [9]. For some schools, this kind of human resource management system may not be established in the whole school, but for special posts, data mining can be introduced for management. For those traditional schools, we must carefully consider whether presenting this system is important. The utilization of a skill framework in HR is shown in Figure 3.Figure 3
Application of competency system in human resource management.In each term, teachers and superiors will also jointly formulate plans, including teaching goals and personal ability development goals. Personal ability development goals are more implemented in behavior and learning improvement, and performance interviews are conducted after the end of the term [10]. It is worth mentioning that the termly performance appraisal also includes the evaluation of teachers’ ability and behavior requirements. The annual assessment assumes a significant part in the advancement of every educator in the English teaching group. English teaching groups can be divided into different levels, such as lecturers, associate professors, and professors [11]. According to the evaluation results, the professional title of each teacher in the English teaching group will be determined. The successful introduction of the competency system requires a certain external environment. Generally speaking, when the school is facing a drastic change, it can promote the introduction of this system and promote the development of the project in combination with the needs of the reform and development of the school [12]. Actively promote the service transformation of the whole school, which undoubtedly creates a favorable external environment for the competency system. Of course, organizational guarantee and project management are also the key professional sequence for the smooth advancement of the project. The development of the competency system is closely related to the school strategy: the school’s business strategic objectives determine the key competencies and core values required by the school. According to these requirements, we establish a professional sequence competency model [13]. All human resource work is carried out around the competency requirements of school personnel, including teacher attraction plan, incentive plan, retention plan, and development plan. Through the practice of teacher strategy, we can obtain satisfactory and dedicated teachers, provide high-quality products and services for school customers, and finally achieve the school’s business strategic objectives. The idea of competency development is be shown in Figure 4.Figure 4
Development ideas of English teaching competency.The specific development method of competency system is to obtain the required information through interviews at different levels, from interviews at the strategic level (including the president’s office and general manager level) to interviews with business managers, high-performance teachers, and general teachers. After systematic summary and refinement, a competency model of professional sequence is formed [14]. At the same time, Lenovo’s competency model is compared with industry data for reasonable correction, so as to ensure that each professional sequence competency model of Lenovo can not only represent industry benchmark but also have Lenovo characteristics. For the conventional English training postability assessment, the precision of data grouping of the assessment calculation is low. Accordingly, this paper fundamentally plans an English teaching postability assessment system [15]. To precisely assess the acknowledgment of English instruction postskill, we first need to acquire its requirement boundaries. That is, we want to finish the development of the data inspecting model of occupation capability. Based on utilizing the data combination strategy, joined with the time series examination technique, we can finish the measurable investigation of English schooling postability. The quantitative recursive assessment of English instruction postability is finished by utilizing the dim model, and the appropriation verifiable data of English schooling postskill is addressed by xct. For English training postability, the likelihood thickness practical of its forecast and assessment (the underlying worth of aggravation not entirely settled) is obtained. The particular articulation is as per the following:
(1)uct=K−xct.The file boundaries confining English teaching postskill are basically a bunch of nonlinear time series. In this paper, the boundary list dispersion model is communicated in unambiguous structure through the development of high-layered highlight appropriation space [16]. Joined with the momentum research results, the principal record boundaries limiting English teaching postskill are examined, including teaching level, executive level, and proficient level. On this premise, the development of differential condition is finished, that is to say, the data stream model of requirement boundaries. The multivariate worth capability of English teaching postability assessment is communicated by, and the assessment mistake estimation capability is communicated by. The particular articulation is as per the following:
(2)xn=hZ+Δt−1+uct.The computation of the arrangement vector of English schooling postskill assessment is finished in the high-layered highlight circulation space by the connection combination technique, and afterward, the component preparing subset of postability assessment is obtained. The feature training subset represented byδ1,δ2,⋯,δr should meet the accompanying circumstances, as shown in the following formula:
(3)S=diagxnδ1,δ2,⋯,δr.The teaching level and the distribution levelϕxω of teaching assets in the postcapacity assessment of English training meet the consistent useful condition, or at least, the postcapacity assessment has a united arrangement, and the requirement conditions are as per the following:
(4)φxω=S−lnϕxω−12uct.Based on the data stream model of English instruction postcapability evaluationyt, the development of enormous data dispersion model can lay a logical and precise data input starting point for the assessment pkn. The assessment recipe of English postability is changed into the most unsquare arrangement.
(5)zt=∑n=1Npkn+φxωyt.The head part highlight amount of English postability assessment is laid out by utilizing enormous data investigation technique, and the comparability of teaching asset circulation is settled by utilizing fluffy closeness filling strategy. The particular articulation is as follows:(6)Uutil=zt+γφxω.Combined with the data mining strategy, the capacity assessment file boundaries are mined and coordinated, and the result data combination articulation is obtained, as displayed in the accompanying equation:(7)Pwx=ztUutil−1.Joined with thek-esteem improvement strategy, ai represents the sampling amplitude of the initial capability evaluation bi, and the scalar time series is composed of xn−j representing the oscillation attenuation value of ability evaluation, and then, the expression of quantitative recursive component extraction aftereffect of training postcapacity assessment is as per the following:
(8)xn=Pwx∑i=1MARaixn−j−∑i=0MMAbiUutil.In the specific operation of the evaluation index system, it can be evaluated according to the characteristics of part-time teachers and full-time teachers, general course teachers, and professional course teachers. At the same time, different evaluation standards are formulated according to the different development stages of teachers. The evaluation criteria should be combined with the age structure, length of service structure, and professional title structure of the teacher team. For example, for young teachers who newly join the teacher team, due to lack of experience and in the stage of teaching exploration, the evaluation criteria should be reduced to achieve the effect of guidance and encouragement [17]. In order to carry out the work of establishing professional competency standards in an orderly manner, we classified and analyzed the school teachers according to the nature of work, business process, and management relationship and divided all teachers into four categories: operation and management personnel at all levels, main business and technical personnel, production operators, and functional management and professionals. By analyzing the work requirements and ability characteristics of the four types of personnel, the management behavior standards of managers, the qualification standards of main business and technical personnel, the postskill standards of production operators, and the postwork standards of functional management and professionals are formulated, respectively [18]. These four standards constitute the professional competency standard system of all teachers, as shown in Figure 5.Figure 5
Professional competence standard system of teachers.Summarize the previous research results to obtain a complete set of constituent factors of competence, and then invite relevant personnel to carry out interview activities, repeatedly screen, integrate, and summarize, so as to build an index set that can be used to evaluate the competence of managers [19–24]. This set includes five subsets, namely, planning and decision-making ability, promoting execution ability, learning, and innovation ability There are 20 competency elements in team building ability and operation management ability, and these five parts are key behavior items, which are preliminarily determined as the specific competency standards that middle-level leading cadres of the school should meet under the current situation (see Table 1 for details).Table 1
Evaluation criteria of teaching competence.
Capability itemKey behavior descriptionPlanning and decision-makingStrategic insightBe good at judging the situation, grasping the development law, analyzing and predicting the development, and scientifically establishing the strategic objectives and plans of the enterpriseScientific decisionsPay attention to investigation and research and follow scientific decision-making procedures and methodsPromote implementationPromote implementationBe able to effectively implement the spirit of the superior and promote the implementation of various decisions in combination with the actual situationDivision of labor authorizationBe able to effectively decompose tasks and scientifically authorize and reasonably divide laborLearning innovationProfessional qualityPay attention to strengthening the learning of professional knowledge and management knowledge, and promote the renewal of knowledgeLearn in order to practiseBe good at learning to combine, apply what you have learned, and systematically and deeply study and solve the outstanding problems affecting and restricting the development of enterprisesSince the required behavior must have corresponding skills, and the skills are based on a certain knowledge reserve, we can determine the skill requirements and relevant knowledge requirements through behavior analysis and induction. Simultaneously, work experience can likewise make sense of the expert capacity of the occupant from the general law. Therefore, the school’s professional competence standard consists of experience and achievement requirements, behavior standards, knowledge standards, skill standards, and so on. According to the importance weight, we designed professional achievements as 50%, behavior standards as 20%, and other professional experience, skill standards, and knowledge standards as 10%, respectively. We emphasize that behavior standards are the core of the whole standard system, because it is not only the expression of knowledge and skills on the iceberg but also reflects the deep-seated characteristics and motivation of individuals. However, the reason why the weight design of professional achievements is far greater than the behavior standard is that in the school, we pay attention to teachers’ personal ability and its improvement, but this personal ability can bring performance and results to the school, which is the ability that teachers really need. Therefore, the focus of this system still reflects the idea of result orientation. Under the guidance of results, lead teachers form good professional behavior and acquire the knowledge and skills needed to achieve this behavior.


### 2.3. Realization of Competency Evaluation of English Teaching Post

The research on competency model is of great significance for human resource management. Taking competency model as the core to carry out human resource work will help the school to conduct a nationwide teacher inventory and help the school find core talents. The school will make full use of talents through appropriate person postmatching. Through the competency model, schools can find and select teachers suitable for schools. Through the gap analysis of competency characteristics, schools can formulate training and development plans suitable for teachers. Through the division of levels, schools can design a reasonable salary system to reflect the significance of teachers’ professional development. In short, the establishment of a human resource management system with competency as the core has a very practical and effective significance for the establishment of a management system suitable for the strategic development and business needs of the school. There are many methods to build the competency model. According to the different application requirements of the school, we can adopt one or more methods to build the model. At present, the methods of constructing competency model in theoretical circles mainly include the following: hierarchical model, cluster model, box model, and anchor model (see Figure6).Figure 6
Competency evaluation system for English teaching posts.Figure6 is the competency evaluation system for English teaching posts. Competency model has the characteristics of industry and school. It reflects the overall requirements for personnel quality in a certain industry or school. For the industry, it includes knowledge, skills, and understanding of the customers served, etc. For a school, it reflects the requirements of personnel at different levels of a specific position in a school. Most importantly, it is refined to the degree of behavior. For schools, the competency model has its stages. In different development periods of schools, the importance of a competency, or even a competency model, may also be different. The competency model of schools should be updated regularly according to different development stages and different development strategies of schools, and the competency characteristics should also be adjusted and improved accordingly. At the same time, the competency model also has school differences. Even if the two schools have the same description on the name of competency, there may be great differences in its content and key points. The construction of teachers’ professional competency management system is to meet the needs of organizational development, through the establishment of professional development channels for teachers in different posts and corresponding professional competency standards and a human resource management system to carry out competency assessment, guide appropriate personnel to engage in appropriate posts, and guide personnel to continuously improve their work ability to promote the school’s strategy and business development (see Figure 7).Figure 7
Design framework of teaching professional competency management system.Figure7 is design framework of teaching professional competency management system. For professional human resource workers, the design of the system is a very important special project in human resources work. It is a key project from the beginning. As a special project of school management, it will strive for the participation of the top management of the school to the greatest extent and become the person in charge of the project leading group. As the person in charge of the working group, the human resource department is responsible for the planning, implementation inspection, and reexecution play a very important role in coordination and control. As the main body of project implementation, the business department’s participation and implementation efforts are included in the department performance evaluation of the current year for strict assessment. The construction of the competency management system can be successfully implemented and gradually developed. The teacher professional competency management system has three subsystems, namely, standard system, evaluation system, and application system. The relationship between the three is shown in Figure 8.Figure 8
Relationship between teaching competency systems.As shown in the figure, the three functional structures of the above model are closely linked and promote each other. The standard system is the basis of the evaluation system and application system. Only appropriate and reasonable standards can carry out reasonable evaluation and realize fair and objective reasonable evaluation of teachers, and the results of evaluation can be applied to all fields of human resources. It provides the basis for various human resources work, and the whole human resource system is linked to form a human resource management system based on capacity development. The main purpose of benchmarking analysis is to determine the specific coverage of behavior modules and key behavior items at all levels. The main process is to select benchmarking characters, analyze benchmarking characters, determine role behavior, and collect data through interview. Finally determine the role behavior module, behavior key items, and behavior standard items. The finally formed behavior standard must reflect the following aspects, as shown in Figure9.Figure 9
Professional competency standard system.When finalizing the professional competency standard, we need to pay attention to several issues. We need to review whether the overall structure of the standard is reasonable, whether it reflects the key competency characteristics required by the position, whether it reflects the needs of school strategy and business development, whether its content reflects the requirements of school teacher training, how complete it is, whether there are important contents omitted, how operable the standard is, and whether it can evaluate the operability for later implementation and understand the viable plan of the framework in light of this to guarantee the activity nature of the framework.


## 2.1. Hardware Configuration of English Teaching Postcompetency Evaluation System

As a business process, postcompetency consists of a series of tasks and can transfer and execute documents, information, or tasks among specified service performers through specific business rules. An activity completed by several people and in process can form a postcompetency model. The postcompetency model can be analyzed by the system with postcompetency characteristics to generate activities and control the implementation of each activity. Professional terms related to postcompetency include engineering, process, activity, migration, process variable, activity variable, and participant. Figure1 shows the metamodel of postcompetency.Figure 1
The metamodel of postcompetency.It can be seen from the metamodel that the postcompetency model contains multiple process definitions. The process definition can generate postcompetency activities and post-competency-related data. The implementation of postcompetency activities is completed by the postcompetency participants, and the postcompetency participants can be obtained through the organization model [4]. The change of postcompetency activities can be completed through the migration of information. The postcompetency management system is the software designed and developed by many school. English teaching in China is relatively important. It is expanded according to the characteristics of domestic industries, supports the requirements of various industry applications for postcompetency technology, has an advanced technical architecture, and can support school level applications, and the postcompetency engine does not depend on the application server, which is convenient for deployment [5]. Reduce the cost of developing applications, just SUNFLOW jar sunflow web service client. Jar file will not conflict with other jar files. The implementation scheme of this paper adopts SUNFLOW postcompetency management system. The equipment construction of the framework is shown in Figure 2.Figure 2
The system hardware structure.The centralized operation system based on English teaching postcompetency also adopts object-oriented development mode, and the selected database is relational database. In order to reduce the development workload and use the object-oriented idea to operate the database system, the data mining algorithm is adopted [6]. It provides object-oriented methods for establishing mapping relationship and database-related operations from Java classes to database tables. By calling these methods, corresponding SQL statements can be automatically generated and executed [7]. Thus, the complexity and tediousness of database operation are reduced, so that Java programmers can focus on using object-oriented methods to operate the database, reduce the requirements for developers to master the depth of the database, improve work efficiency, and optimize the system hardware configuration.


## 2.2. Function Optimization of English Teaching Postcompetency Evaluation System Software

The foundation of human asset of the board framework in view of data mining will enormously fortify the job of human asset of the executives in school advancement and work on the productivity and impact of human asset of the executives. Under the capability-based culture, the school will turn into a spot loaded with essentialness and assist individuals with developing. Instructors really buckle down for their own learning, development, improvement, and fulfillment and endeavor to give their all for themselves, their groups, and school and students [8]. Obviously, not all schools are reasonable for laying out a human asset in the board framework in view of data mining. Generally speaking, the schools suitable for establishing this human resource management system includes the following: high-tech schools with knowledge-based teachers; service schools with service teachers as the main body; schools with flat organizational structure, network, and team; and schools with rapidly changing external environment [9]. For some schools, this kind of human resource management system may not be established in the whole school, but for special posts, data mining can be introduced for management. For those traditional schools, we must carefully consider whether presenting this system is important. The utilization of a skill framework in HR is shown in Figure 3.Figure 3
Application of competency system in human resource management.In each term, teachers and superiors will also jointly formulate plans, including teaching goals and personal ability development goals. Personal ability development goals are more implemented in behavior and learning improvement, and performance interviews are conducted after the end of the term [10]. It is worth mentioning that the termly performance appraisal also includes the evaluation of teachers’ ability and behavior requirements. The annual assessment assumes a significant part in the advancement of every educator in the English teaching group. English teaching groups can be divided into different levels, such as lecturers, associate professors, and professors [11]. According to the evaluation results, the professional title of each teacher in the English teaching group will be determined. The successful introduction of the competency system requires a certain external environment. Generally speaking, when the school is facing a drastic change, it can promote the introduction of this system and promote the development of the project in combination with the needs of the reform and development of the school [12]. Actively promote the service transformation of the whole school, which undoubtedly creates a favorable external environment for the competency system. Of course, organizational guarantee and project management are also the key professional sequence for the smooth advancement of the project. The development of the competency system is closely related to the school strategy: the school’s business strategic objectives determine the key competencies and core values required by the school. According to these requirements, we establish a professional sequence competency model [13]. All human resource work is carried out around the competency requirements of school personnel, including teacher attraction plan, incentive plan, retention plan, and development plan. Through the practice of teacher strategy, we can obtain satisfactory and dedicated teachers, provide high-quality products and services for school customers, and finally achieve the school’s business strategic objectives. The idea of competency development is be shown in Figure 4.Figure 4
Development ideas of English teaching competency.The specific development method of competency system is to obtain the required information through interviews at different levels, from interviews at the strategic level (including the president’s office and general manager level) to interviews with business managers, high-performance teachers, and general teachers. After systematic summary and refinement, a competency model of professional sequence is formed [14]. At the same time, Lenovo’s competency model is compared with industry data for reasonable correction, so as to ensure that each professional sequence competency model of Lenovo can not only represent industry benchmark but also have Lenovo characteristics. For the conventional English training postability assessment, the precision of data grouping of the assessment calculation is low. Accordingly, this paper fundamentally plans an English teaching postability assessment system [15]. To precisely assess the acknowledgment of English instruction postskill, we first need to acquire its requirement boundaries. That is, we want to finish the development of the data inspecting model of occupation capability. Based on utilizing the data combination strategy, joined with the time series examination technique, we can finish the measurable investigation of English schooling postability. The quantitative recursive assessment of English instruction postability is finished by utilizing the dim model, and the appropriation verifiable data of English schooling postskill is addressed by xct. For English training postability, the likelihood thickness practical of its forecast and assessment (the underlying worth of aggravation not entirely settled) is obtained. The particular articulation is as per the following:
(1)uct=K−xct.The file boundaries confining English teaching postskill are basically a bunch of nonlinear time series. In this paper, the boundary list dispersion model is communicated in unambiguous structure through the development of high-layered highlight appropriation space [16]. Joined with the momentum research results, the principal record boundaries limiting English teaching postskill are examined, including teaching level, executive level, and proficient level. On this premise, the development of differential condition is finished, that is to say, the data stream model of requirement boundaries. The multivariate worth capability of English teaching postability assessment is communicated by, and the assessment mistake estimation capability is communicated by. The particular articulation is as per the following:
(2)xn=hZ+Δt−1+uct.The computation of the arrangement vector of English schooling postskill assessment is finished in the high-layered highlight circulation space by the connection combination technique, and afterward, the component preparing subset of postability assessment is obtained. The feature training subset represented byδ1,δ2,⋯,δr should meet the accompanying circumstances, as shown in the following formula:
(3)S=diagxnδ1,δ2,⋯,δr.The teaching level and the distribution levelϕxω of teaching assets in the postcapacity assessment of English training meet the consistent useful condition, or at least, the postcapacity assessment has a united arrangement, and the requirement conditions are as per the following:
(4)φxω=S−lnϕxω−12uct.Based on the data stream model of English instruction postcapability evaluationyt, the development of enormous data dispersion model can lay a logical and precise data input starting point for the assessment pkn. The assessment recipe of English postability is changed into the most unsquare arrangement.
(5)zt=∑n=1Npkn+φxωyt.The head part highlight amount of English postability assessment is laid out by utilizing enormous data investigation technique, and the comparability of teaching asset circulation is settled by utilizing fluffy closeness filling strategy. The particular articulation is as follows:(6)Uutil=zt+γφxω.Combined with the data mining strategy, the capacity assessment file boundaries are mined and coordinated, and the result data combination articulation is obtained, as displayed in the accompanying equation:(7)Pwx=ztUutil−1.Joined with thek-esteem improvement strategy, ai represents the sampling amplitude of the initial capability evaluation bi, and the scalar time series is composed of xn−j representing the oscillation attenuation value of ability evaluation, and then, the expression of quantitative recursive component extraction aftereffect of training postcapacity assessment is as per the following:
(8)xn=Pwx∑i=1MARaixn−j−∑i=0MMAbiUutil.In the specific operation of the evaluation index system, it can be evaluated according to the characteristics of part-time teachers and full-time teachers, general course teachers, and professional course teachers. At the same time, different evaluation standards are formulated according to the different development stages of teachers. The evaluation criteria should be combined with the age structure, length of service structure, and professional title structure of the teacher team. For example, for young teachers who newly join the teacher team, due to lack of experience and in the stage of teaching exploration, the evaluation criteria should be reduced to achieve the effect of guidance and encouragement [17]. In order to carry out the work of establishing professional competency standards in an orderly manner, we classified and analyzed the school teachers according to the nature of work, business process, and management relationship and divided all teachers into four categories: operation and management personnel at all levels, main business and technical personnel, production operators, and functional management and professionals. By analyzing the work requirements and ability characteristics of the four types of personnel, the management behavior standards of managers, the qualification standards of main business and technical personnel, the postskill standards of production operators, and the postwork standards of functional management and professionals are formulated, respectively [18]. These four standards constitute the professional competency standard system of all teachers, as shown in Figure 5.Figure 5
Professional competence standard system of teachers.Summarize the previous research results to obtain a complete set of constituent factors of competence, and then invite relevant personnel to carry out interview activities, repeatedly screen, integrate, and summarize, so as to build an index set that can be used to evaluate the competence of managers [19–24]. This set includes five subsets, namely, planning and decision-making ability, promoting execution ability, learning, and innovation ability There are 20 competency elements in team building ability and operation management ability, and these five parts are key behavior items, which are preliminarily determined as the specific competency standards that middle-level leading cadres of the school should meet under the current situation (see Table 1 for details).Table 1
Evaluation criteria of teaching competence.
Capability itemKey behavior descriptionPlanning and decision-makingStrategic insightBe good at judging the situation, grasping the development law, analyzing and predicting the development, and scientifically establishing the strategic objectives and plans of the enterpriseScientific decisionsPay attention to investigation and research and follow scientific decision-making procedures and methodsPromote implementationPromote implementationBe able to effectively implement the spirit of the superior and promote the implementation of various decisions in combination with the actual situationDivision of labor authorizationBe able to effectively decompose tasks and scientifically authorize and reasonably divide laborLearning innovationProfessional qualityPay attention to strengthening the learning of professional knowledge and management knowledge, and promote the renewal of knowledgeLearn in order to practiseBe good at learning to combine, apply what you have learned, and systematically and deeply study and solve the outstanding problems affecting and restricting the development of enterprisesSince the required behavior must have corresponding skills, and the skills are based on a certain knowledge reserve, we can determine the skill requirements and relevant knowledge requirements through behavior analysis and induction. Simultaneously, work experience can likewise make sense of the expert capacity of the occupant from the general law. Therefore, the school’s professional competence standard consists of experience and achievement requirements, behavior standards, knowledge standards, skill standards, and so on. According to the importance weight, we designed professional achievements as 50%, behavior standards as 20%, and other professional experience, skill standards, and knowledge standards as 10%, respectively. We emphasize that behavior standards are the core of the whole standard system, because it is not only the expression of knowledge and skills on the iceberg but also reflects the deep-seated characteristics and motivation of individuals. However, the reason why the weight design of professional achievements is far greater than the behavior standard is that in the school, we pay attention to teachers’ personal ability and its improvement, but this personal ability can bring performance and results to the school, which is the ability that teachers really need. Therefore, the focus of this system still reflects the idea of result orientation. Under the guidance of results, lead teachers form good professional behavior and acquire the knowledge and skills needed to achieve this behavior.


## 2.3. Realization of Competency Evaluation of English Teaching Post

The research on competency model is of great significance for human resource management. Taking competency model as the core to carry out human resource work will help the school to conduct a nationwide teacher inventory and help the school find core talents. The school will make full use of talents through appropriate person postmatching. Through the competency model, schools can find and select teachers suitable for schools. Through the gap analysis of competency characteristics, schools can formulate training and development plans suitable for teachers. Through the division of levels, schools can design a reasonable salary system to reflect the significance of teachers’ professional development. In short, the establishment of a human resource management system with competency as the core has a very practical and effective significance for the establishment of a management system suitable for the strategic development and business needs of the school. There are many methods to build the competency model. According to the different application requirements of the school, we can adopt one or more methods to build the model. At present, the methods of constructing competency model in theoretical circles mainly include the following: hierarchical model, cluster model, box model, and anchor model (see Figure6).Figure 6
Competency evaluation system for English teaching posts.Figure6 is the competency evaluation system for English teaching posts. Competency model has the characteristics of industry and school. It reflects the overall requirements for personnel quality in a certain industry or school. For the industry, it includes knowledge, skills, and understanding of the customers served, etc. For a school, it reflects the requirements of personnel at different levels of a specific position in a school. Most importantly, it is refined to the degree of behavior. For schools, the competency model has its stages. In different development periods of schools, the importance of a competency, or even a competency model, may also be different. The competency model of schools should be updated regularly according to different development stages and different development strategies of schools, and the competency characteristics should also be adjusted and improved accordingly. At the same time, the competency model also has school differences. Even if the two schools have the same description on the name of competency, there may be great differences in its content and key points. The construction of teachers’ professional competency management system is to meet the needs of organizational development, through the establishment of professional development channels for teachers in different posts and corresponding professional competency standards and a human resource management system to carry out competency assessment, guide appropriate personnel to engage in appropriate posts, and guide personnel to continuously improve their work ability to promote the school’s strategy and business development (see Figure 7).Figure 7
Design framework of teaching professional competency management system.Figure7 is design framework of teaching professional competency management system. For professional human resource workers, the design of the system is a very important special project in human resources work. It is a key project from the beginning. As a special project of school management, it will strive for the participation of the top management of the school to the greatest extent and become the person in charge of the project leading group. As the person in charge of the working group, the human resource department is responsible for the planning, implementation inspection, and reexecution play a very important role in coordination and control. As the main body of project implementation, the business department’s participation and implementation efforts are included in the department performance evaluation of the current year for strict assessment. The construction of the competency management system can be successfully implemented and gradually developed. The teacher professional competency management system has three subsystems, namely, standard system, evaluation system, and application system. The relationship between the three is shown in Figure 8.Figure 8
Relationship between teaching competency systems.As shown in the figure, the three functional structures of the above model are closely linked and promote each other. The standard system is the basis of the evaluation system and application system. Only appropriate and reasonable standards can carry out reasonable evaluation and realize fair and objective reasonable evaluation of teachers, and the results of evaluation can be applied to all fields of human resources. It provides the basis for various human resources work, and the whole human resource system is linked to form a human resource management system based on capacity development. The main purpose of benchmarking analysis is to determine the specific coverage of behavior modules and key behavior items at all levels. The main process is to select benchmarking characters, analyze benchmarking characters, determine role behavior, and collect data through interview. Finally determine the role behavior module, behavior key items, and behavior standard items. The finally formed behavior standard must reflect the following aspects, as shown in Figure9.Figure 9
Professional competency standard system.When finalizing the professional competency standard, we need to pay attention to several issues. We need to review whether the overall structure of the standard is reasonable, whether it reflects the key competency characteristics required by the position, whether it reflects the needs of school strategy and business development, whether its content reflects the requirements of school teacher training, how complete it is, whether there are important contents omitted, how operable the standard is, and whether it can evaluate the operability for later implementation and understand the viable plan of the framework in light of this to guarantee the activity nature of the framework.


## 3. Analysis of Experimental Results

Select the enormous data factual aftereffects of teaching postlist boundaries, and do data mining and data combination handling, in order to understand the assessment of teaching postskill. The framework execution test consequences of assessment records are shown in Table2.Table 2
Comparison of system performance test.
Evaluation cyclePaper methodTraditional method 1Traditional method 2Assessment accuracy (%)Utilization (%)Assessment accuracy (%)Utilization (%)Assessment accuracy (%)Utilization (%)198.598.889.889.382.586.5297.398.686.588.582.387.3396.599.288.989.586.579.5498.896.689.587.988.579.2The experimental outcomes show that the exactness of this technique is generally high, and the use of teaching assets is moved along. The teacher team business undertaker enters the user name and password into the teacher team management system, then click “induction management,” enter the “induction management” page, click “maintain teacher information,” enter and modify the basic information about teachers, daily assessment information, and regular assessment information, and query the information of resigned personnel. Finally, the business undertaker can see the specific information list on the front page. See Table3 for test cases of teacher team module.Table 3
Test cases of teacher team evaluation management module.
Serial numberTesting procedureExpected resultsConfirmation resultsAInput ID number, fill in other information correctlyThe ID number cannot be repeatedYesBThe person in charge “creates, modifies, and deletes” the appraisal informationSaved successfully. There is new information in the listYesCIn the “department comments” column, the person in charge selects “agree to formal employment”The prompt is successful, and the verification is savedYesDEnter the interface, click view, and modify and update employee personal informationYou can view and modifyYesEEnter the same name on the new roster pagePrompt “roster name already exists”YesFClick “import employee information”Can importYesGEnter the name and employee number of the resigned person to viewCan viewYesHHandle resignation informationThe contract is cancelled after saving successfullyYesIEnter retirement information and submitEmployee status is retiredYesThe test case is mainly to test the operation process of the comprehensive salary management module. The comprehensive salary management business undertaker enters the user name and password into the teacher capital management system, then clicks “comprehensive salary management module” to enter the comprehensive salary management interface, and clicks “view teacher salary information” to enter the operation process interface. At the same time, you can click the following page to operate each business process, “query teacher salary,” “salary payment information,” “salary adjustment information,” “new teacher salary,” and “changed teacher salary” and support “batch adjustment of teacher salary,” “maintain accounting data,” and “accounting for resigned teachers,” so as to complete the corresponding business processing. See Table4 for test cases of comprehensive salary management module.Table 4
Test cases of comprehensive salary management module.
Serial numberTesting procedureExpected resultsConfirmation resultsASelect an employee to view the salary information of the employeeSuccessfully obtain and list the salary information of employeesYesBSelect the operation of querying employee salary payment information to execute the queryDisplay correct query resultsYesCSelect the function item to query employee salary adjustment informationDisplay correct employee compensation adjustment informationYesDEnter the salary setting page to viewDisplay correct salary standardYesEAfter adjusting the salary standard of the transferred employee, submit it for approvalSend notice and reminder of adjusting employee salary standardYesBy testing the teacher capital management framework, the nature of the framework is guaranteed. The framework of the executive’s module, association improvement module, educator group module, complete compensation of the board module, vital execution of the executive module, and ability of the board module were tried separately. Simultaneously, the presentation test, stress test, and framework acknowledgment test were completed to guarantee the proficient and stable activity of the framework. The framework has breezed through three rounds of assessments. All the utilitarian modules in the framework are acknowledged before they are placed into utilization. The experimental outcomes demonstrate the way that the framework can run steadily, and the use of all capabilities is great. The test case is mainly used to test the competency management function. The competency management business undertaker enters the user name and password into the competency management interface and then clicks “new evaluation form” to select job classification competency model, work task competency model, and project competency model. At the same time, you can modify the model in detail in the three capability model interfaces. Click “capability evaluation” to create a new evaluation scheme related person to monitor the evaluation progress and manage the evaluation results. Click “new daily behavior” to enter the detailed task description. You can view the teacher ability file by maintaining the teacher ability option. See Table5 for test cases of competency management module.Table 5
Test cases of competency management module.
Serial numberTesting procedureExpected resultsConfirmation resultsAAdd matching object, submitSuccessYesBCreate a new evaluation table, select the technical job capability model in the job model, and submitSuccessYesCEnter the project capability model and click “view”SuccessYesDEnter the correct scheme information, including scheme name “a” and department “administration,” and submitSuccessYesEDelete the person who completed the evaluationSuccessYesFEnter the evaluation result management menu and select evaluation result maintenanceSuccessYesGEnter employee competency file to viewSuccessYesHCreate a daily behavior, enter the data with the same “task description” and “behavior occurrence date,” and submitSuccessYesBy testing the teacher capital management system, the quality of the system is ensured. In this chapter, the system management module, organization development module, teacher team module, comprehensive salary management module, strategic performance of the board module, and capability of the executive’s module are tried separately. Simultaneously, the exhibition test, stress test, and framework acknowledgment test are completed to guarantee the proficient and stable activity of the framework. After three rounds of testing, the framework understood every one of the practical modules in the framework and afterward started to be placed into utilization. The experimental outcomes demonstrate the way that the framework can run steadily, and the application of all functions is good.


## 4. Conclusion

For the conventional English training postskill assessment, the exactness of data characterization of the assessment calculation is low. Subsequently, this paper predominantly plans the English training postcapability assessment framework in higher professional schools and advances the assessment strategy in light of huge data fluffy data mining calculation. In view of the foundation of imperative boundary list examination model, assess the capacity of huge data model, mine and coordinate the file boundaries of English training postskill by incorporating data mining calculation, and afterward finish the arrangement of teaching asset portion plan, in order to understand the logical assessment of English schooling postcapability. The trial results show that the assessment calculation planned in this paper essentially works on the precision of English schooling postcapability assessment and has high useful worth.



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*Source: 1121734-2022-09-13.xml*