This report presents an analysis of a student evaluation survey, the Uniform Student Evaluation Survey (USES), used to provide a systematic, campus-wide basis for meaningful feedback on the instructional effectiveness of college teaching at Christopher Newport College (Virginia). This study addressed three issues as to the reliability, validity, and consistency of the survey measures. Secondarily, this report provided a device for guiding interested, but statistically non-sophisticated persons (primarily faculty), through the analyses of the three issues. A rationale for the current USES survey was presented and considerations for revision were offered. This report is limited to the analysis of 13 items (included in appendix) whereby a student evaluates an instructor's effectiveness. Principal components analysis of previous USES results revealed that "perceived classroom effectiveness" is consistently what is measured by the survey, with "overall instructor performance" the best single item measure. Items which shared the most variance with overall classroom effectiveness were similar from one department to another. USES results (1) show a high degree of internal consistency; (2) suggest that scores are fairly stable over time, with stability dropping sharply after two years; and (3) are generally related to more or less independent assessments of excellence as a classroom teacher. (PN)