Although student evaluation of instruction forms are used by colleges to provide information to instructors and administrators, personality and cognitive style variables of the student raters are rarely considered. A cognitive developmental measure, the Paragraph Completion Test (PCT), two cognitive style measures, Bieri's Modified Rep Test and the Group Embedded Figures Test (GEFT), and an evaluation of instruction questionnaire that included two cognitive developmental items were administered to 497 undergraduates in 18 classes. Results of intertest analyses indicated that cognitive developmental measures were positively correlated with each other but not significantly correlated with cognitive style measures. None of the measures were systematically related to sex, and only the PCT was positively correlated with grade point average. Complexity of student questionnaire ratings was positively correlated with two of the Rep Test cognitive complexity measures and with both cognitive developmental items, and was negatively correlated with GEFT scores. The results suggest that further development of cognitive developmental items for inclusion in evaluation of instruction questionnaires is needed. (Author/NRB)