The purpose of the study was to develop a course-evaluation form for the assessment of student-centered courses. The development of the instrument was derived from theoretical views of student-courses which suggested five dimensions. The dimensions included bases of power, positive classroom environment, personal meaningfulness, student self-evaluation and personal responsibility for learning, and commitment or personal involvement. Items were written for each dimension. The 25 item instrument was administered to 321 graduate and undergraduate students. A factor analysis resulted in five factors: 1 - personal meaningfulness; 2 - classroom environment involving interaction of teacher, group and individual; 3 - diffusion of power or influence; 4 - self-evaluation and responsibility for learning; 5 - coercive power. The results tended to support the original factor structure with personal meaningfulness as the overriding factor. It was concluded that the instrument can be refined to provide a reliable and valid alternative method for teachers with student-centered course objectives. (Author)