Administering measures of students' ethical orientation at various points in the education of business students would be helpful in determining the affective impact of the curriculum. Procedures for eliminating item bias and maximizing the validity and reliability of such measures are discussed and illustrated through actual data collected in the attempt to develop such an instrument. The model of M. Thomas (1989) was used to guide the development of the ethical evaluation instrument by the following steps: (1) generate a pool of ethical and moral concerns; (2) select knowledgeable judges; (3) have judges identify the moral and ethical issues from the list compiled; and (4) establish a hierarchy of issues. A list of 52 potential concerns was prepared and rated by 52 college business faculty members and 61 business practitioners in the community. Top issues for both cohorts were identified; and a high degree of consistency was found between the two groups, providing a set of items for an eventual student instrument. The data collection and analysis procedures demonstrated the viability of the framework for construction of a student test. Two tables and one figure contain study data. An appendix lists the 52 ethical issues. (SLD)