本研究主要探討題目順序對學生評鑑教師教學與學生自評的影響。研究對象為東部某大學大學部160班學生，班級人數介於30至92人之間。每班學生隨機平均分為A組和B組：A組學生填寫學生評鑑教師教學題目在前，且學生自評題目在後的量表，簡稱A版；B組則剛好相反，簡稱B版。A版的第1至15題是學生評鑑教師教學題目，第16至19題則是學生自評題目；而B版則是將學生自評的4個題目改為第1~4題，第5~19題則為學生評鑑教師教學題目。研究結果發現，教師在A版所得的評鑑分數和在B版沒有差異，但學生在A版所得的自評分數顯著低於在B版所得的分數，本研究依照研究發現，對學生評鑑教師教學以及學生自評實施程序提出相關建議。

The purpose of this study was to investigate the effects of question order on the results of student ratings of instruction and student self-evaluation. The sample consisted of 160 undergraduate courses with 65 (40.6%) freshman courses, 52 (32.5%) sophomore courses, 34 (21.3%) junior courses, and 9 (5.6%) senior courses from a university in the east coast of Taiwan in the fall semester 2008. There were two forms (Form A and Form B) of the Student Ratings of Instruction (SRI) Instrument developed in 2008 at the institute. The SRI form was composed of 15 student ratings of instruction items and 4 student self-evaluation items. On Form A, the student ratings of instruction items were placed before the student self-evaluation items. On Form B, the question order was opposite to the order of Form A. Half of students in each class filled out Form A and the other filled Form B at the end of the semester. The student ratings of instruction scores from Form A were not significantly different from those from Form B on each items and the total. The student self-evaluation scores from Form B were significantly higher than those from Form A. The implications of these findings for student ratings instruments and policies are discussed.