As part of a three-year project that approached writing program evaluation through writing itself, the teaching of writing, and the goals of the writing programs, this report describes the development of an instrument for reporting course and teacher effectiveness in college writing classes. The report describes the instrument, which was developed to help provide teachers with adequate information about the students' perceptions of their writing courses and their teaching and to provide an easily scored, reliable, and valid evaluation form for eliciting students' judgments about specific aspects of writing courses and the teaching of writing. Sections in the report discuss (1) the effectiveness of student rating scales; (2) the stages of development for the evaluation instrument--item collection and generation, testing of the preliminary instrument, testing and revising the second version of the instrument, and testing the revised version; (3) analysis of the two forms of the teacher and course effectiveness questionnaire, including a description of the sample population and results of the factor analysis; (4) canonical correlations between the two parts of the teacher and course effectiveness questionnaire; and (5) the scoring, uses, and limitations of the instrument. Appendixes include both the long and the short forms of the instrument for evaluating course and teacher effectiveness. (HOD)