本研究試圖在跨層次的架構下連結教師教學、學生學習及學生評鑑三向度，建構跨層級的學生評鑑教師教學模式。研究對象為東部某大學大學部180班學生，班級人數介於13與75人之間，總樣本數為6400人。研究結果顯示，由教師所引發的學生學習興趣除了會影響到學生評鑑教師教學的分數，也會透過學生認知歷程進而影響到學生評鑑教師教學。此外，學習興趣也會調節認知歷程對學生評鑑教師教學的影響。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。

This study attempts to link cross-level framework of teaching, learning and student evaluation three dimensions to construct a multilevel student ratings of instruction model. The sample consisted of 180 undergraduate classes from a university in the east coast of Taiwan, class size ranging between 13 and 75, and the total sample were 6400 students. The results showed that the teachers lead the students interest in learning will affect the student rating of instruction, will be through the cognitive process and thus affect the student rating of instruction. In addition, interest in learning will adjust the cognitive process of student rating of instruction. The implications of these findings for student ratings policies as they affect university faculty and students are discussed.