The article deals with reasons and argumentation for a paradigmatic change of evaluation in the teaching process in order to enhance the quality of education. First current developments in the study of evaluation are considered as the context for understanding the advocacy for the paradigm change. Then the use of the term scientific paradigm as found in the literature on evaluation is considered and the reasons for changing the dominant way of evaluation are presented. In the final part of the article these data are related to the requirements for high quality evaluation and the change of the paradigm, seen as part of the strategy for enhancing the quality, is discussed. The data obtained by the analysis reveal that evaluation in the teaching process basically depends upon the nature of education, knowledge, learning and teaching and that it changes - by changing the paradigm in its basis. Current evaluation practices were formed according to the needs of different societies in the past and knowledge that is obsolete today. Evaluation practices should now be changed in order to contribute to class teaching/learning processes from the perspective of the student. Paradigmatic changing of evaluation needs systemic support, the quality of change is locally specific and the main actors of understanding, evaluating and building up the quality of evaluation are students and teachers. In the process of changing the paradigm has multiple functions.