The assessment of faculty members' competencies in teaching, scholarship, and service is at the heart of academic enterprise. Comprehensive evaluation is no easy matter; however, the growing involvement of colleges and universities in this difficult, sensitive, and critical task has been evident for some years. The authors provide light, rather than heat, on this complex subject, although the demarcation line between the two may be quite faint. The article presents faculty assessment as a constructive process for improving individual instructional performance and for providing information in reaching administrative decisions about merit, promotion, and tenure.
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