Deriving criteria of teaching in a systematic fashion contributes to the validity of any procedure for evaluating teaching. This article examines the various sources that can provide such criteria. The research on teacher effectiveness, one important source, is reviewed and discussed. The task of translating those research results to education and more specifically to the Caribbean, is examined. Finally, additional sources for criteria of good teaching are explored.

Curriculum development and evaluation activities are inextricably inter­woven. Evaluation gathers and systematically orders evidence so that teachers and other curriculum workers may make decisions about the state of the learner, about organising and teaching subject matter, and about learning-outcomes.