A speaker addressing the final session of a conference risks being clumsily repetitive, for two reasons: on the one hand, because of a natural tendency to ride old hobby horses, but more especially, because much of the ground already covered by previous speakers is likely to be repeated. Whilst I make no apology for the first (I have noticed – and perhaps this is more evident in the political life of our country – that the simulacrum of credibility is definable by the regularity with which people uphold their positions), in the case of the second, I can only invite listeners to appreciate the convergence of opinions that has developed over time among many observers of the Italian experience in the area of student-focused Teaching Evaluation Surveys (TES). This convergence appears to be reached, even allowing for the diversity in stylistic expression and depth of feeling, in proportion to the intensity and directness of exposure to the subject matter, and the strength of the documentation and scientific arguments.