OF 26 FULL-TIME MEMBERS AT COLUMBUS COLLEGE, 19 VOLUNTARILY PARTICIPATED IN A STUDY OF A SELF-EVALUATION PROCEDURE. USING A 7-POINT SCALE, EACH PARTICIPANT RATED HIMSELF ON (1) SPEAKING VOICE, (2) MANNERISMS, (3) KNOWLEDGE OF SUBJECT, (4) HIS ENTHUSIASM, (5) CLASS ENTHUSIASM, (6) DIGRESSIONS, (7) ORGANIZATION AND PREPARATION, (8) USE OF ANALOGIES, EXAMPLES, AND ILLUSTRATIONS, (9) HANDLING OF QUESTIONS, AND (10) GENERAL CLASS ATMOSPHERE. HE THEN RECORDED TWO CLASS SESSIONS DURING A 2-WEEK PERIOD, AND FOLLOWED HIS REVIEW OF THE TAPES BY ANOTHER SELF-RATING. ALTHOUGH NO SIGNIFICANT DIFFERENCES WERE FOUND IN THE TWO RATINGS, AFTER LISTENING TO THE TAPES OF THEIR CLASSES, FIVE TEACHERS RATED THEMSELVES MORE FAVORABLY AND SIX PLACED THEMSELVES LOWER ON THE SCALES. THUS, THERE IS EVIDENCE THAT OVER HALF OF THE PARTICIPANTS WERE SENSITIVE TO THE INFORMATION OBTAINED FROM THE TAPES. THE AUTHOR CONCLUDED THAT, ALTHOUGH LACK OF EXTERNAL CRITERIA MAKES THIS PROCEDURE UNSUITABLE FOR MERIT RATING PURPOSES OR FOR COMPARISON OF ONE INSTRUCTOR WITH ANOTHER, THE METHOD HAS PROMISE FOR THE INDIVIDUAL TEACHER'S SELF-IMPROVEMENT ACTIVITIES. (WO)