Two student evaluation surveys developed in the United States were administered to a sample of University of Sydney students to determine their applicability in Australia. The Endeavor Instructional Rating Form (Frey et al.) measures seven components of effective teaching that have been demonstrated with the use of factor analysis in several different settings, and ratings on this form have correlated with student learning. The SEEQ survey (Students' Evaluation of Educational Quality) by Marsh has been factor analyzed and nine factors have been identified (learning/value, enthusiasm, organization/clarity, group interaction, rapport, breadth of coverage, examinations/grading, assignments, workload/difficulty). Students were asked to evaluate one of the best and one of the worst lecturers in their university experience, to indicate inappropriate items, and to select the most important items. Each of the 63 items was seen as appropriate by most students, each item was chosen by at least a few students as being most important, and all items, except those related to workload/difficulty, differentiated between best and worst lecturers. Separate factor analyses of the two surveys revealed the same factors that had been identified in American settings. Furthermore, there was good agreement between the factors from the two surveys that were hypothesized to measure the same components of effective teaching. It is concluded that the findings demonstrate the feasibility of evaluating effective teaching in Australian universities and the appropriateness of two American surveys to an Australian setting. A list of the factors in each survey, the results of oblique factor analysis, and references are included. (Author/SW)