This article describes the faculty-lead process and outcomes of a collaborative annual library faculty evaluation project. The authors share the process used at Boise State University's Albertsons Library, including the drivers, team member roles, communication strategies, challenges, discoveries, revision process, evaluation criteria, and the implemented framework. One key discovery is that while library faculty seek the clarity and transparency that a framework can provide in the evaluation process, they often favor differing evaluation criteria, thereby necessitating a structured yet flexible framework. The personal nature of assessing one's work made it an emotional process requiring sensitivity; and while evaluations can never be fully objective, faculty highly value consistent implementation. These findings add complexity to the process of creating a faculty evaluation framework suitable for everyone's needs. There is little scientific research in library sciences on this topic, and much of it is not current. As a result, the library faculty intend to continue to evaluate this process over time.

本文描述了一个协作性的年度图书馆教师评估项目的教师领导过程和结果。作者分享了博伊西州立大学艾伯森图书馆使用的过程，包括驱动因素、团队成员角色、沟通策略、挑战、发现、修订过程、评估标准和实施的框架。一个重要发现是，虽然图书馆教职员工在评估过程中寻求框架可以提供的清晰度和透明度，但他们通常倾向于不同的评估标准，因此需要一个结构化但灵活的框架。评估一个人的工作的个人性质使它成为一个需要敏感性的情感过程；虽然评估永远不可能完全客观，但教师高度重视一致的实施。这些发现增加了创建适合每个人需求的教师评估框架的过程的复杂性。图书馆学关于这个主题的科学研究很少，而且很多都不是最新的。因此，图书馆教职员工打算随着时间的推移继续评估这一过程。