A faculty evaluation study conducted at Memorial University of Newfoundland for the Committee on Faculty Evaluation is described. Evaluation criteria/methods and recent research findings regarding student ratings of faculty instruction are considered, along with the advantages and disadvantages of formative and summative evaluations. Formative theory, which is based largely on constructive feedback, is considered in regard to: teacher characteristics, teacher effectiveness, teacher utility, and research issues (the problems of measuring change, nonlinearity, and measuring utility function constraints). The benefits of summative evaluation, which provides information for personnel decisions, are weighed against implementation problems, including selecting teaching dimensions to be included on rating scales, and its bureaucratic consequences. Recommendations include the following: the university should not use summative evaluation of teaching performance (i.e., no student, administrator, or peer evaluations of teaching performance). Appendices include a proposed compromise to the problem of evaluating teacher effectiveness and the following articles by J. W. Bulcock: "A Respecified Model of Teaching Effectiveness" and "Why Is the Matter of Faculty Evaluation a Pressing Issue in the 1980s?" (SW)