In this paper we answered a central question: “Do students have enough skills to assess teaching’s quality?” through two different indicators. The first one related to stakeholders various attitudes and representations about this question, knowing that they (attitudes and representations) change from one stakeholder to one other but are, as a trend, in favor of including students within the teaching quality assessment. The second one deals with the concept of validity of collected information. Most of the studies and meta-analysis support the validity of the process even though some validity might still be discussed. We plead, as a conclusion, to also take into account local ecology and context (mainly disciplinary) in validity analysis which may lead, according to us, to a more naturalistic methodology.