One of the most commonly used forms of educational evaluation is by means of student surveys. In Colombia, as in all countries of Latin America, student course evaluations in higher education remain focused on teaching performance, while the results of these instruments are frequently used as an indicator (and in some cases the only indicator) of quality and effectiveness of both undergraduate and postgraduate programmes. This article argues that the teacher-centred evaluation provides insufficient information to improve the quality of higher education. Therefore, a process-based evaluation model (PBEM) is proposed for a Colombian university offering engineering programmes. The PBEM is intended to provide reliable information on teaching effectiveness, but also about other factors influencing teaching and learning such as course design. The PBEM was designed in accordance with the EIA University’s pedagogical model, which encompasses competencies, values, and key areas of transversal learning. The implementation of the instrument started in 2015. Since then, more than 2500 lecture groups have been evaluated. This article addresses some key issues and challenges related to the implementation of this evaluation model.