The use of the Small Group Instructional Diagnosis (SGID) method in mid-term evaluations of teacher performance is described and assessed in terms of its effectiveness in improving student motivation. First, the steps involved in the SGID process are described: (1) the initial conference between the instructor and SGID facilitator; (2) the classroom intervention in which the facilitator breaks the class into groups of five or six students and asks them what they like about the course, what they think needs improvement, and how these improvements might be achieved; (3) the feedback session between the facilitator and the instructor; (4) instructor review of SGID results with the class; and (5) a follow-up session between the facilitator and the instructor. Next, a study is described, which was designed to assess changes in the motivation of 107 SGID participants and 92 non-SGID participants. The study revealed a significant improvement in the motivation of SGID students on 11 of 18 items on a motivation scale, and a decline in motivation for the control group on 11 items. A final discussion of study findings concludes that student motivation is positively affected by using SGID at midterm and that the process is an effective alternative to the standard end-of-term questionnaire evaluations of courses and instructors. (HB)