Items from two American instruments (Students' Evaluation of Educational Effectiveness, and the Endeavor instrument) designed to measure students' evaluations of teaching effectiveness were translated into Spanish and administered to a sample of Spanish university students. Most of the items were judged by the students to be appropriate; every item was chosen by at least a few as being a most important item; and all but the Workload/Difficulty items clearly differentiated between lecturers whom students indicated to be "good,""average", and "poor". A series of factor analyses clearly identified the factors which the instruments were designed to measure and which have been identified in previous research. Finally, a multitrait-multimethod analysis demonstrated that there was good agreement between factors from the two instruments which were hypothesized to measure the same components of effective teaching, and provided support for both the convergent and divergent validity of the ratings. The findings illustrate the feasibility of evaluating effective teaching in a Spanish university and the appropriateness of the two American instruments. (Author)