Much has occurred in higher education to lead to expectation for change in the process of evaluation. The academic deans of all accredited private liberal arts colleges were asked to report on the procedures used in rating both overall and teaching performance, with 83.5 percent replying. Purposes of the questionnaire were to: (1) determine the relative level of importance placed on classroom teaching in the evaluation of overall performance of faculty members; (2) determine the types of information upon which evaluation of teaching performance is based; and (3) compare faculty evaluation policies and procedures during the contractions of the 1970's with the expansion of the mid-1960's. Important findings included: (1) significant declines in importance between 1966 and 1973 were recorded for research and publication; (2) campus committee work and student advising increased sharply as "major factors" in faculty evaluations; (3) in evaluating teaching performance, the deans' reliance on "systematic student ratings" increased significantly; and (4) whereas the importance of chairman's and dean's evaluations retained a prominent position in teaching evaluation, committee evaluation increased in prominence. Specific recommendations and an extensive bibliography are included in the publication. (Author)