Faculty perceptions of simulated college student evaluative information collected by three methods were investigated: open-ended questions, group interviews, and objective questionnaire items. The objective items were from the Instructor and Course Evaluation System (ICES) student rating questionnaires. Open-ended questions were: (1) comment on the strengths and weaknesses of the instructor; (2) the beneficial aspects of the course; (3) suggestions for course improvement; and (4) comment on the grading procedures. The group interview process involved a pre- and post- interview session with the interviewer and the instructor. Faculty rated the three simulated evaluation reports on their potential for accuracy, trustworthiness, usefulness, comprehensiveness, believability, interpretability, and value as information used for self-improvement and promotion purposes. Faculty, in general, regarded the evaluative information to be more creditable, useful and accurate for their own self improvement than for promotion purposes. Faculty also desired more than one type of evaluative information regardless of the purpose of evaluation. (Author/RL)