Universities encounter public debate on the effectivenes of their handling of public funds. Criticism mainly refers to higher education which is regarded as ineffectively organised and -due to bad learning conditions- contributing to excessively long study times and student drop out. An irresponsible handling of students’ life time is detected and it is stated that universities as institutions and individual teachers do not adquately meet society’s demands regarding higher education quality. In order to respond to the raising request of higher education services, universities are modified to service-oriented “enterprises” which are competing with other institutions for “customers” by providing the publicly requested evidence of quality and excellencec of their educational services. For the implementation of respective quality comparisons, different procesures of educational evaluation are being established. Higher education statistics (students/graduates ratios) and -increasingly- students’ surveys, inquiring their quality appraisals of higher education teaching are involved in these procedures. Particularly the latter encounter controverse debate on their suitability to display the quality of teaching and training adequately. Limitations of their informational value is regarded to stem from subjective distortions of the collected data. Quality assessments and respective sanctions thus are deemed by those who are evaluated to potentially result in misjudgments. In order to establish evaluation procedures as an accepted instrument of internal quality assurance and quality development, data quality and the validity concerns need to be inquired carefully. Based on respective research results, further developments and improvements of the evaluation procedures can be achieved.