Nine hypotheses dealing with the effect of four modes of student evaluative feedback on eight measures of teacher and student attitudes and ratings were tested. Five ancillary questions were investigated to assess the effect of teacher and student demographic variables, group processes variables, the application of attitude change theory, and the interrelationship of measures. A consistent pattern was found on all comparisons of the effects of treatment on eight posttest measures. A number of teacher and student demographic variables, selected group processes variables, and level of teacher-student rating discrepancy were found to significantly influence attitude and rating scores. Suggestions for the improvement of teaching behaviors, student behaviors, and learning environments were offered. Implications for teacher education were presented. (Author)