Student evaluation of teaching (SEE) is a pedagogical practice that is beginning to spread in the Moroccan university context, as an exercise that seeks to make students evaluate their own training and the practices of their teachers with a view to improving it. From a comprehensive and constructive perspective, the present work seeks to explore and understand the status of this new pedagogical practice (EEE) in the Moroccan university environment, with its conflictual dimensions, recognized as an object of multiple stakes and tensions. This research experience shows that the divergent positions of teacher-researchers with regard to EEE depend on their epistemological paradigm of reference, insofar as behaviorists are the most critical of EEE, while constructivists take a more comprehensive and humanist stance on evaluation and the pedagogical relationship.