The need for institutional evaluation to ensure the quality of teaching is something that, in Brazil, discussed more intensely from the implementation of LDB and the possibility of higher level training not only for public institutions, but also private. Provide an assessment that is dedicated to the knowledge of the challenges and overcoming difficulties of IES in order to provide quality education is fundamental, but the way in which such evaluations are made and their results are disseminated is the subject of debate in this article. The adopted methodology is qualitative approach, with exploratory and goal with bibliographic procedure. Were used for theoretical basis, authors such as Alemán, Barsky, Bernasconi, Martinez eVroeijenstijn. We conclude that, although necessary, the way institutional assessments are being carried out and their results widely disseminated may harm developing IES, and does not demonstrate the veracity of the quality that set out to analyze.