The professional and personal biases of an evaluation team at Cornell University were found to interfere with the assessment of an interdisciplinary, team taught, problem oriented curriculum in International Studies. An account was given of the hiring of the evaluators, evaluator role ambiguity, evaluator professional clashes, facilitation of group compromise, evaluation tasks, and models for evaluation. The personal growth that occurred between the evaluators as they learned together and practiced self-scrutiny was emphasized. Evaluation was viewed as having a disciplinary, intellectual, interpersonal, and professional impact on the evaluators. (BJG)