In this document, two evaluations of college instruction models are proposed. Model A, a very objective summative evaluation is made utilizing behavioral objectives. The evaluating committee secures copies of the instructor's course examination. The evaluation committee will analyze the examination from the standpoint of instructional emphasis, i.e., content, critical thinking, etc. After the examination is given, the instructor will score the students' responses and assign grades. The instructor will pass the examination on to the evaluation committee where student responses will be analyzed in relation to the course objectives as inferred by the committee from examination of the test. The committee would then determine whether or not the instructor was teaching the objectives being tested. In Model B, evaluation would be built into the course planning. The instructor would consult with the evaluation committee and explain the desired outcomes for students in his course. The committee would use the information obtained from the instructor to formulate tentative behavioral objectives for the course. After the course instruction has begun, the evaluation committee could use the instructor's student evaluation procedures to evaluate the instructor. The evaluation would then take the form of Model A in determining the degree of congruency between course objectives and student performance. (HS)