Mandatory evaluation of classroom instruction in the University System of Georgia has posed the problem of whether item context on inventories used to obtain the evaluation (i.e. the content of other items on a questionnaire), and the type of inventory, influence students' global (over-all) appraisal of instruction. This problem, and the question of whether responses obtained in isolation are the same as those in context, were researched. Of the twelve instructors and student classes in the Department of Psychology used for the study, nine chose to use the Summative Appraisal of Instruction, and three chose the University of Georgia Evaluation Form to obtain appraisals. Results indicated that the inventory on which a global appraisal item appears did not influence class average appraisal of instruction. Implications are that teachers are free to select behaviors for which they desire appraisal and can be assured that ratings they receive are independent of items used, and that appraisals of instructors who have used different inventories may be compared, provided that global items on them and class context are the same. Examples of the two inventories, and statistical tables which compare responses to items obtained in isolation and context for both type of inventories, are appended. (Author/AEF)