The objectives and techniques of faculty evaluation are examined. It is suggested that the reasons for the evaluation process play a significant role in how such evaluations are perceived by all involved and how successful the process will be in reaching the objectives of the evaluation process. Four specific competencies that can be evaluated are: technical skills, interpersonal relationship skills, conceptual skills, and dedication. Generally, there are four commonly used systems or styles of evaluation in use today with education: self-evaluation/self-assessment, administrative evaluation/assessment, peer evaluation, and student evaluation. Study findings have revealed that the most common system of evaluation involves only student and administrative evaluation. When evaluation information is used as feedback to aid in staff self-development, research suggests that teachers, staff, and administrators favor such evaluation. However, if this information is used exclusively for administrative decisions such as rehiring, dismissal, salary increments, and tenure, teachers do not support evaluation. The Peer and Self-Evaluation Checklist, which is appended, may be used for self-evaluation, administrative evaluation, and peer evaluation, and covers six competency areas. Criticisms of self-evaluation and about evaluation in general are identified. Appended materials include evaluation forms used by Ohio Northern University; an instructional or coinstructional assessment sheet that delineates the quantitative tasks that absorb an individual's time and effort; student evaluation form for physical education activity class; form for student evaluation of course instruction; and faculty evaluation form. (SW)