Issues concerning students' evaluation of college faculty are discussed. Several views of this process are presented. Having identified relevant variables or paradigms, possible relationships between the variables can be studied (models and theories). The assumptions underlying these paradigms include the following: that students have a right and an obligation to evaluate their faculty; the questionnaires are valid; faculty have a right to feedback; evaluation should be separate from diagnosis; faculty should have input concerning dissemination of results, norms, questions asked, and weighting of items; qualitative comments and other sources of data should be used; past results must be confidential; and teachers' goals should be discussed. Three paradigms are explained and charted. The first paradigm describes the process of evaluation, identifying relevant variables (research, development, application, feedback, deliberation, and decisions). The second paradigm elaborates one of the variables--types of feedback, both evaluative and diagnostic--in terms of reviewers (students, self, peers, or administrators), and methods (papers, student achievement, interviews, observation, videotaping, questionnaires, and course syllabi). The third--on research and development--restates the first paradigm to show the progress and sequence of the evaluation process. More effort is recommended in developing procedures for all phases of the evaluation process and followup action, and in providing due process in the use of faculty evaluation data. (GDC)