Initiating formative evaluation of teaching in universities is often made easier by implementing expert centres that advise teachers with appropriate tools and adequate assistance. According to the principles of formative evaluation, these centres should also be evaluated in order to adjust their support to teachers’ needs and to reinforce the link between the advice given out and developing a positive attitude towards evaluation. Based on a survey made on a group of teachers who benefited from such a centre, this article aims not only to analyse their satisfaction towards the support received but also to understand how their appreciation could possibly have an effect on the way they use evaluation results in order to fine-tune their teaching. The hypothesis that the organisation of evaluation in the teachers’ academic structure takes part in their appreciation and in the way they use the results is also examined.