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.