The assessment in higher education has become a central concern to guarantee and improve the quality of teaching and learning in universities. This paper explains the process that the Presidio of the University for Quality (PARQ) has put in place to develop a coherent plan for the evaluation of teaching performance and student services at the University of the Valle d’Aosta, allowing a process of annual review of the rules of tenure and promotion of activities and evaluation’s equipment. The PARQ has the main function to assess the quality and efficiency of teaching, developing actions to promote an increasing convergence of the results and students' learning time in line with European standards. It also aims to promote the better understanding of the goals and guidelines set by the Bologna Process; and in that sense undertake actions for monitoring and evaluation of educational planning procedures and timing of collection and proceeds to the design and calibration of instruments used. This required the assumption of a first evaluation analysis model of the university reality and a model of “quality assurance”, which involve the selection of specific dimensions and criteria, aimed at continuous improvement of teaching practices at different levels and to enhance the quality itself, to make it feasible, attempting to eliminate those obstacles that prevent the creation of a “good teaching” and that often arise because of distorted procedural priorities and institutional policy. The PARQ ensures that the evaluation system is periodically reviewed for positive or negative impact it produces, led by the process of re-evaluation of the system. It includes a meta-evaluation system, which consists of a systematic review of evaluations to determine the quality of their processes and results. It is, in particular, the latter of which will be described in the contribution.