A procedure for student evaluation and feedback on faculty instruction was developed at the University of Washington. The system involved the use of faculty members as facilitators in conducting Small Group Instructional Diagnosis (SGID) to generate student feedback to instructors about the courses' strengths, areas needing improvement, and suggestions for bringing about these improvements. The SGID procedure involves a number of steps: contact between the facilitator and instructor; classroom intervention to ascertain student opinions; a feedback session between facilitator and instructor; instructor review of the SGID with the class; and a follow-up session between the facilitator and instructor. Following the development of the SGID process, handouts and videotapes were produced to explain the procedure and the SGID technique was demonstrated in over 130 classes and at a number of faculty workshops. Students' responses to the technique were favorable, indicating that it was a better means of obtaining feedback than other evaluation methods. During the second year of testing, a study comparing student motivation of SGID participants and a control group showed significant improvement in motivation on 10 of 18 variables for SGID participants and none for the non-SGID group. Evaluations by workshop coordinators and instructors also indicated an overall positive response, and an external evaluation suggested that the technique may become a major mode of facilitating instructional improvement. (HB)