Student evaluations of teacher effectiveness have been accepted by instructors as helpful indicators of performance, but their validity and use in tenure and promotion decisions has been questioned by faculty. Students and instructors in 207 social science courses completed evaluations of instructional effectiveness at the conclusion of the semester. Each of the 65 participating faculty members designated the course in which his or her teaching had been the most and the least effective. The instuctors then evaluated their teaching in both courses. Instructor and student evaluations contained identical items, samples of which are appended. Faculty and students agreed upon six factors of teacher effectiveness: breadth of coverage, organization, group interaction, individual interaction, instructor enthusiasm and learning/value. Factor analysis revealed that student and faculty agreement on evaluation factors was high. Student evaluation of the courses designiated most effective by instructors was higher on all scores. The median evaluation was the same for both groups. The study indicated that self-evaluation is beneficial to faculty, and that student evaluation of teaching effectiveness is a valid process worthy of faculty confidence. (Author/JAG)