Problems inherent in student evaluation of second language teaching methodology, particularly task-based instruction, are discussed and recommendations are made. It is argued that course evaluation by learners is based on their assessment of their own communicative performance, and that they are likely to attribute a general sense of progress, at least in part, to class activities. However, if self-direction is an instructional goal, a general sense of progress is not an adequate criterion. Evaluation of methodology should be encouraged from the outset and be focused on specific tasks. If learners see value in the tasks, they are more likely to use them for independent work. If teachers were to examine instructional tasks to determine whether learners can evaluate them positively for effectiveness, they would find that the tasks are often inappropriate. Therefore, tasks should be: (1) identifiable by learners as involving a specific type of performance; (2) designed in such a way that they can be staged easily by a learner working on his own; and (3) include an element of enhanced feedback and practice to demonstrate improved performance. Incorporation of these elements in learning tasks is viewed as part of a broader strategy to develop learner self-direction. (MSE)