Literature relevant to administrative evaluation in higher education was surveyed. Reasons for the increasing importance of this type of evaluation, approaches to and components of an evaluation plan, some of the problems involved in the evaluation process, and use of results are discussed. The current literature indicates that increased presure from above and below and the demand for accountability from government and institutional constituencies make administrative evaluation important. Evaluation usually presupposes some sort of comparison either with predecessors, peers, some ideal, past performance, or others' expectations. Evaluation criteria usually concern administrative skills and personal characteristics. The idea of faculty involvement in administrative evaluation seems to be growing in acceptance but ultimate responsibility rests with the board. The greatest problem in evaluation is the difficulty of rational and objective judgment. Generally, higher education does not really lend itself very readily to systematic assessment. The use of results should be known and agreed to by all concerned prior to the actual evaluation process. (SW)