Describes and compares three approaches to task analysis--behaviorally-based, concept-based, and cognitive process-based--and provides four tentative recommendations for determining which approach is appropriate in a particular situation. Five flowcharts and fourteen references are included. (MBR)

Discusses the roles played by student evaluations of teacher performance in the instructional design process; reviews issues related to their use; and outlines suggestions for the construction, administration, and analysis of the questionnaire data by the instructional development consultant. (Author/JJD)

Recommends a comprehensive approach to course evaluation. Problems related to current approaches are discussed, and a checklist illustrating issues and questions to consider is presented. (Author)

Discusses a diagnostic technique called the Collaborative Analysis and Action Planning Process (CAP), which focuses on patterns of behaviors that are produced, interpreted, and responded to by college teachers and students during a lesson. The steps involved in the CAP process are described, and a 16-item reference list is included. (Author/JL)