In 2004 there was an empirical research at Pedagogical Faculty, Palacky University in Olomouc (Czech Republic). This research dealt with the question which factors influence the results of the total students' assessment of university instruction at universities in the Czech Republic. In the research the influence of the following factors was verified: the reached level of university teacher's qualification - both from the point of research and pedagogy (Masters, associate professors, professors etc.), teacher's preparation for the instruction, clarity of teacher' s explanations, timing of the instruction, feedback provided to students, showing personal interest in students, stimulation of students' interest etc.The main instrument for gaining research data was the questionnaire "Student Response to Instruction" (SRTI) that was adopted for its use in the research [4]. Questionnaire SRTI consists of 15 items altogether, out of which 3 refer to the global assessment of instruction in the given subject (global assessment of the subject, the effectiveness of subject instruction, the amount of the gained knowledge), 9 items diagnose the course of the instruction and 3 refer to other circumstances of students' assessment. In the research there were 253 respondents involved from three different universities in the Czech Republic.During the first stage of the research we were verifying the level of reliability of the research by means of SRTI questionnaire. The reliability of measurement was estimated by means of Cronbach coeficient alfa, for comparison also by the half- split method and also by the calculation of reliability coefficient according to the Spearman-Brown. In the both methods of reliability, satisfactory results were reached (the value of reliability coefficients was around 0,85).During the second stage of the research the relation analysis between global results of students' assessments and tracked factors was realised. Some results gained during the analysis were in accordance with our expectations; some of them were on the other hand quite surprising for us. For example the global assessment of the subject depended on the fact, whether the teacher provides feedback to the students or whether the teacher shows interest in students. Another factor was also the level of his lecture preparation quality etc.Refereces[1] BINTIG, A. The Efficiency of Various Estimations of Reliability of Rating Scakes. Educational and Psychological Measurement, 40, 1981, c. 3, s. 619-642.[2] MARSH, H. W. Students¢ evaluations of university teaching: Dimensionality, reliability, validity, potential biases, and utility. Journal of Educational Psychology, 76, no 5, 707 -754.[3] OVERALL, J. U.; MARSH, H. W. Students¢ Evalutions of Instruction : A Longitudinal Study of Their Stability. Journal of Educational Psychology, 72, 1980, c. 3, s. 321- 325.[4] Student Evaluations of Teaching : A New Design for Umass Amherst. Assessment Bulletin, Volume 1, Number 2, October 1995, Academic Planning and Assessment, University of Massachusetts Amherst.