The literature from 1973-1983 on student ratings of faculty teaching effectiveness is reviewed. Among the consistent findings over the decade are the following: high student rating scale reliability, the limited influence of instructor and student demographic variables on student ratings of teacher effectiveness, and faculty perceptions that evaluation of their performance is important. Myths that continue to be identified in the literature include the following: the belief that student raters do not discriminate among items and that they are insufficiently knowledgeable and/or sophisticated to properly evaluate their instructors, and the view that students are seduced by instructors' expressive personalities even if the instructors present little knowledge. An interesting finding is that when students are asked to list by name the best and worst instructors they have had, 15-20 percent of the instructors are on both lists. Issues remaining to be resolved are the correlation of .43 between student ratings and student achievement, the purpose of student ratings, and identifying the factors represented within rating scales. Information is included on new terms, new rating scale acronyms, new methodologies and statistics and/or applications. (SW)