With faculty negotiations becoming legal in more states, it is not uncommon to find faculty groups wanting to include the faculty evaluation system as an item to be negotiated. While some courts suggest that negotiating evaluation is against public policy, it is, nevertheless, being negotiated in a significant number of contracts. In 1991, a survey was conducted of instructional deans and/or vice presidents in the North Central United States to determine whether the inclusion of faculty evaluation systems in faculty negotiations impaired effective evaluation practices. Of 353 deans/vice presidents surveyed, 283 responded, for a response rate of 80%. Of the 87 colleges reporting negotiated evaluation systems in faculty contracts, 37 (42.5%) were dissatisfied with the language that had been negotiated into the faculty contract. Comments from administrators who were not satisfied centered on four areas: (1) restrictions that the language imposed on their role as administrators with responsibilities for evaluation; (2) the poor language written into the contract; (3) deficiencies in criteria procedures; and (4) concerns relative to student evaluation. In addition to these comments, administrators were asked to submit copies of contract pages with language relating to evaluation. In several contracts, faculty had created negotiation procedures and criteria that made it most difficult to evaluate continuing (tenured) faculty. In some instances, the administration was given no significant role in the process, while in others the administrative supervisor was called upon only when a problem was serious. (Author/JMC)