In recent years the teaching evaluation process has become one of the pillars of academic education. It is a form of students participation that creates better teaching quality. The students’ active participation in affecting the quality of teaching is a basis for forming the academic educational identity. This article is an attempt to bring closer and compare the scheme of teaching evaluation in three academic systems. We are going to analyze questionnaires from University of Wroclaw, “La Sapienza” University of Rome and The University of Wales, Aberystwyth. We are interested in specificity and identity of the evaluating criteria and function it performs in educational system. Through this analysis we are also trying to define the concept of evaluation as an essential criteria of: collecting data, description, estimating or valuing.