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The author of this study used content analysis as the methodology by which to examine student evaluations of community college faculty. The study sought to answer three questions: (1) What is the nature of faculty evaluation of teaching effectiveness in the community colleges of Virginia and Maryland? (2) What is the nature of the student forms used to evaluate teaching effectiveness? and (3) To what extent do the questions on the teacher evaluation form reflect teaching effectiveness? The author chose eight evaluation forms from Virginia and Maryland community colleges. The report examines four criteria, suggested by Mannat, for determining teacher effectiveness: planning, technical skills, instructional skills, and classroom management. The author tested each question on the selected questionnaires against communicative criteria to determine validity and reliability about each question. The author also added supporting behaviors to the list of criteria, which included: identifying basic teaching behaviors of set and closure; organization; assessing learning outcomes; preparation; and planning instructional behavior with mean referenced objectives. Criteria for technical skills assessment were: motivating students; knowledge of subject matter; assessing prior knowledge; and using observation forms. The author also identifies criteria for instructional skills and classroom management. (Contains 102 references and 10 tables.) Appended are eight evaluation forms. (NB) Reproductions supplied by EDRS are the best that can be made from the original document