本研究報告輔仁大學理工學院發展教學評鑑量表的過程，其基本理念是教學評量要能發揮改善教學功能，必須是師生都能以嚴肅認真的態度面對教學評量。因此，研究開始先由理工學院院長及各系系主任等組成教學評量研議小組，透過小組的討論定位教學評量的角色。然後由研究者根據教育心理學的相關研究相關的教學評量量表找出影響學生學習成效的重要教學向度，擬定量表草稿。接著請院內所有專兼任教師對量表項目達成其教學目標的重要性進行評量。同時，請大三、大四高年級學生就其所修習過的課程中選擇一門最喜歡或最不喜歡的課程，評定該課程的教師的教學行為。刪除預測結果不佳的題目後，編成正式量表。正式施測的結果，量表內部一致性信度為0.96、再測信度0.80，各分量表的信度在0.72到0.95間。量表能夠有效區分績優教師與一般教師，量表的結構分析頗符合原先八個有效的教學向度。

The Study described the development of a Student Instructional Rating Scale in the College of Science and Engineering, Fu-Jen Catholic University. In the beginning, the role of evaluation of teaching effectiveness was discussed and determined by the committee on instruction evaluation composed of the college dean and department chairmen. Questionnaire items were drafted based on research findings from educational psychology as well as developed instruments. Faculty rated the importance of each item to achieve their teaching goals. Junior and senior students selected a course he/she liked or disliked and rated the course teacher’s teaching behavior. Items which did not have good characteristics were deleted. The internal reliability of the scale was 0.96.Test-retest reliability was0.80. The internal reliabilities for subscales ranged from 0.72 to 0.95. There was significant difference between the ratings from exemplary teachers and general teachers. Confirmatory factor analysis found that the 8-factor model fitted data moderately well.