This study sought to develop a valid set of scales in the cognitive and affective domains for measuring the quality of life of university students. In addition the study attempted to illustrate the usefulness of Thomas Piazza's procedures for constructing valid scales in educational research. Piazza's method involves a multi-step construction of unidimensional scales. The theoretical framework for the model was linked to socialization theory and effective teaching theory and identified the cognitive and affective domains as being the fundamental characteristics of teaching and learning in universities. The study used a self-administered questionnaire completed by 301 undergraduate and 502 graduate students. Using procedures for constructing unidimensional scales for measuring dimensions of the affective domain suggested reconceptualization of the framework which yielded four more valid scales. These scales were applied to the analysis of cognitive domains which finally resulted in development of 12 items that created scales with a minimal amount of non-random error in three scales: Methodology of Teaching, Development of Pupils, and Subject Expertise. Includes 16 tables, 7 figures. Contains 95 references. (JB)