In evaluation of communication instruction, the needs of the administrator are no different from the needs of both students and faculty: information and feedback freely given and accepted is a hallmark of an environment that fosters a quality education. Since communication instruction is not different from any other kind of instruction, its evaluation should not be different either. Evaluations that have the potential for generating a quality education combine some form of student rating on a form developed at least in part by the instructor, given at a point in the semester where it will have the greatest benefit, tied to the confidentiality of the results, and coupled with significant input from professionals and colleagues. All players in this game have rights, needs, and responsibilities. In any communication environment, feedback is essential; for the communication to continue, the feedback process must be mutual. (RS)