This reflective article explores the evaluation of education quality, and whether it is necessary and relevant in the educational system, its institutions, and its processes. The risks of utilizing national and international standardized tests as the only source for testing evaluation and quality are explored, along with recognition of particularities for each context. Test results are connected to the human personnel, such as teachers, who direct and administer these exams. Thus, their efforts are considered to be reflected in these results, which do not aid in the advancement of improving quality or educational evaluation. So, the use of standardized exams becomes risky, and it can lead to systemic and systematic inefciency. A systematic and progressive pedagogy, along with education quality, is viable. In fact, qualitative and quantitative national and international evaluations could be used to improve gaps in education. Nonetheless, evaluation should be done as a means to improve educational processes from a general and particular standpoint that go beyond statistical indicators of logical and coherent achievement.