If one assumes that the purpose of education is to change student behavior as a result of some definite course of instruction, then an objective of educational research should be to determine what procedures or techniques best produce the desired behavioral changes. If a course has been effective, then there could be a large number of components in that course contributing to its effectiveness. This paper defines the instructional setting as consisting of nine components that instructors, instructional designers and instructional evaluators would generally agree upon. The nine components are (1) an instructional plan, (2) instructional materials, (3) instructional methods, (4) instructional examinations, (5) instructional evaluations, (6) the students, (7) the instructor, (8) instructor-student interaction, and (9) the instructional arena. Three sources (instructor, departmental peer review committee, and student) were identified as being necessary to provide evaluative information on each of the nine components. This paper presents examples of appropriate evaluative statements for students to use so as not to confuse their input with that of the instructor and departmental peer review committee. (Author/PN)