Perspectives on the evaluation of college teaching are considered. Some of the conditions that are needed generally include the following: the existence of an evaluation system that has a process for evaluating research and service, a clear definition of the difference between the evaluation of worth and the evaluation of merit, and a separate support system to assist faculty in improvement efforts. The following are not recommended for evaluating teaching: classroom visits by colleagues, focusing only on measuring the amount learned, and checking on the relative number of further courses in the same subject matter in which the instructor's former students enroll. It is suggested that the key component in the evaluation process is the student questionnaire, which should allow for an overall judgment of the merit of the instructor as an instructor. Other possible questions concern ethical or professional obligations of the instructor and components of instruction, such as ratings of the text, quizzes, and the grading system. It is suggested that instructional materials, tests, student grading, and the student's role in grading should be examined in terms of comprehensiveness, correctness, and currency. Other ways that teaching can be evaluated include assessment of actual learning gains and faculty self-development and self-improvement efforts. The use of faculty evaluation in a faculty development process, integrating and disseminating the results of faculty evaluations, and the key ethical/legal constraints on data gathering are also addressed. (SW)