本研究主要從學生認知歷程的觀點出發，探討學生背景變項、學生層次及班級層次的認知歷程對學生評鑑教師教學的影響。研究對象為東部某大學大學部180班學生，班級人數介於11和92人之間，總樣本數為6292人。 研究結果顯示，在學生層次上學生的性別、年級、科目性質、認知歷程及 學習興趣對於學生評鑑教師教學有顯著的影響，而班級層次的認知歷程對於學生評鑑教師教學影響顯著，但無調節效果。針對上述結果，本研究對學生評鑑教師教學提出相關的建議。

The hierarchical linear modeling analysis was used to examine the effects of student's and class's cognitive process on student ratings of instruction. Data were gathered from 6292 students enrolled in 180 undergraduate courses at a university in Taiwan. The results indicate that, within the student individual level, students' gender, year in the school, cognitive process, interest in learning, and the attribute of the subjects have a significant impact on student ratings. The cognitive process, within the class level, also has a significant impact on student ratings. However, it does not show the moderating effect. The implications of these findings for student ratings policies as they affect university faculty and students are discussed.