Examines the pros and cons of asking students to evaluate classroom instruction. Reports on an administrator survey, which suggested that administrators believe the process should be retained. Suggests that attention be focused on developing evaluation instruments tailored to various teaching situations and on the timing of the evaluations. (DMM)

Argues that faculty evaluation should utilize multiple methods including evidence of student learning and peer, student, self-, and administrative evaluation. Suggests that administrative evaluation involve classroom observation of teacher and student behavior, plus pre- and postobservation conferences to develop plans for improvement. (DMM)

Describes the results of a student assessment of teacher performance in the North Carolina Community College System, in which 65 percent of the faculty were rated between average and above average. Concludes that student evaluation affords a powerful device for describing teacher effectiveness. (DMM)