A list of the current approaches to teacher evaluation should include the following: (1) examination of student gain scores on standardized tests, (2) analysis of typical student improvement, (3) teaching performance testing, (4) teacher skill testing, (5) administrator or peer group observations and ratings, and (6) student observations and ratings. The first three approaches tend to emphasize the product dimension of teaching, whereas the latter three focus more on the process of teaching. Most of the research activities on teacher evaluation have concentrated on the molecular level of teaching--the processes and results that occur within a classroom setting--whereas administrative concerns seem to be more at the molar level--the overall workload and attendant results. One way of performing formative evaluation at the molar level while increasing teacher morale is to incorporate elements of management by objectives. This is what has been done in the Faculty Performance Objective Form designed for the faculty of education at Queen's University. This instrument (included in an appendix) can be used in overall and specific planning; as an additional form of motivation for individual faculty; and as a source of information for promotions, tenure, and firing. (Author/IRT)