Typical end-of-course faculty ratings were questioned for their inability to measure actual classroom interaction. Extending the concept of these evaluations to include the student instructional expectations dimension, the study proposed that the classroom experience be related to the process and systems approaches, more dependent upon monitoring and feedback. As a working model for classroom role structure, it employed Stogdill's group achievement framework to distinguish between those expectations associated with institutional dynamics--called situational--and those related to the classroom--called contextual. Instruments were administered at the opening--and close--of a semester to 209 students in 8 social science classes in 3 colleges. Developed from previous Critical Incident and factor analysis techniques, the 20 instrument items employed modified Semantic Differential scales. Additionally, the study examined relationships between expectations and the AVL (Allport-Vernon-Lindzey) Value Scale. The substantive hypotheses--for each class and demographic variable--found statistically significant differences between expectations and evaluations, even for high evaluations. If these evaluations demonstrated the direction of expectations, but failing to indicate their intensity, the study concluded that extrapolations made solely from evaluations were of questionable value in measuring the range of classroom dynamics. AVL intercorrelations did not produce any significant patterns, however. (Author)