The purpose of this study is to assess the validity and reliability of SEEQ for Turkish College students and to determine the dimensions that best discriminate the instructors who were nominated as the best and the worst by students. Data was collected from a total of 693 college students. Both explanatory and confirmatory factor analyses confirmed the 9-factor structure of SEEQ observed in the previous studies. Reliability scores ranging from .77 to .95 along with the validity results were supportive of the equivalency of Turkish and English forms of the SEEQ. Finally, although all subscales were efficient in discriminating the instructors nominated as the best and the worst, four subscales emerged especially important; Instructor Enthusiasm, Group Interaction, Learning/Value and Organization/clarity.

Keywords: Student evaluations, teaching efficiency, efficient instructors