由於施教對象的成人化，教學行為是大學教師較少受到重視的工作內涵，但在2003年《大學法》修正公告實施後，大學教師的教學層面已被納為高等教育各種評鑑向度之一。 在各種因素的考量之下，對學生進行教師教學意見調查，成為最被普遍採行的方式之一，然而這種調查過程仍存在諸多其他因素，使得學生的評等結果是否反映出教師的教學品質，仍有不少爭議。這種現象在目前試圖將評等結果做為對教師進行實質處置的依據下，更需進一步加以釐清及進行有效的規劃。 藉由回顧國內外文獻，本文試圖探討學生評等教師教學的各種相關議題。文分六段，除前言外，其次澄清與教師有關的各種評鑑概念，藉以釐清教學評量的位階及與其相襯的後續處理措施；第三段落則歸納對實施學生評等教師教學的正反意見，以明瞭各方爭論之所在；笫四是探討影響學生評等教師教學的五大因素，包括行政決定、課程規劃、教師特質、學生特質及問卷內容等；第五則是提出八項實施建議；最後是結論。

There is a long tradition that instruction given within higher education institutions captures relatively less attention from the public. After the launch of the Law of University in 2003, however, teaching in universities has been in the limelight not merely as a field demonstrating efficiency of institutions and teachers as well, but also as a very target that has to be evaluated in order to maintain its quality. Although the utilization of Student Evaluation takes the prevailing place in forming an estimate of teaching, it is not without its flaws. For example, some literature has shown that the process of conducting the Student Evaluation could be influenced in various respects and sometimes results in misleading as to the quality of teaching. Through probing into the literature and studies, this research analyzes and indicates the influential factors that have great impacts on the reliability and validity of Student Evaluation, such as administration decisions, curricula designs, personality of lecturers, characters of students, and content of questionnaire. Based on the results suggestions about the employment of this mechanism are put forward.