TWO POINTS OF VIEW ON WHAT MAKES AN EFFECTIVE TEACHER ARE EVALUATED. THAT KNOWLEDGE OF ONE'S SUBJECT IS ENOUGH TO MAKE AN EFFECTIVE TEACHER WAS QUESTIONED BY NEIDT'S STUDY OF CHANGES IN ATTITUDES DURING LEARNING. CONTINUOUS INTERACTION BETWEEN THE LEARNER'S ATTITUDES AND ACHIEVEMENTS (PROGRESSIVE DISENCHANTMENT BECAME MORE PRONOUNCED AS LEARNING PROGRESSED) WERE EVIDENT. THE QUASIMYSTICAL VIEW OF TEACHING AS AN "ART" WAS PUT IN DOUBT BY THE WORK OF ALLEN (AND OTHERS) IN MICROTEACHING, WHICH USED STUDENT RATINGS OF TEACHERS. RESULTS SHOWED THAT TEACHERS TRAINED WITH ACCESS TO STUDENT APPRAISAL IMPROVED MORE SIGNIFICANTLY THAN THOSE WITHOUT, AND THAT STUDENT RATINGS WERE THE MOST STABLE AND RELIABLE MEASURE (MORE RELIABLE THAN RATINGS OF SUPERVISORS). CLERICAL WORK IN SOLICITING STUDENT EVALUATIONS COULD BE DIMINISHED BY THE USE OF DATA-PROCESSABLE FORMS (EXAMPLES INCLUDED) BY PROFESSORS AND TEACHERS. GATHERING THIS INFORMATION OVER A PERIOD OF YEARS WOULD YIELD VALUABLE NORMATIVE DATA. RELATED PROBLEMS INCLUDE--(1) THE TEACHER AS SOLE AUTHORITY ON SELECTION AND PRESENTATION OF INFORMATION AND EVALUATION OF HIS OWN EFFECTIVENESS, (2) DENIAL OF OPPORTUNITIES FOR STUDENTS TO ASSUME MORE RESPONSIBILITY FOR EDUCATIONAL GROWTH AND THE EVALUATION AND LEARNING, (3) STUDENT FAILURE TO PROVIDE TEACHER STIMULATION, AND (4) DIFFERENT STUDENT AND TEACHER CONCEPTIONS OF COURSES. THIS PAPER WAS PRESENTED AT THE AMERICAN PERSONNEL AND GUIDANCE ASSOCIATION CONVENTION (DALLAS, MARCH 1967). (AF)