In this final article, the current changes taking place in student evaluation of teaching are considered, focussing on three points. To begin with, the limits and abuse that have been observed in this field make the authors question the generalizing and normative approach to quality in education: the distorting effect and dangers of this approach should not be underestimated. Then the authors underline how important it is to consider specific situations, and to apply an ecological approach to SET. This entails taking into account the characteristics and dynamics which are specific to each environment, as well as the way this approach is affected by the manner in which it fits into the different contexts. Finally, the issue is considered from a pedagogical point of view. student evaluation of teaching is part of a broader framework, and it can thus be a vector for improving teaching by stimulating it and also contribute to transforming it.