First mentioned during the Han Dynasty in the 2nd century, in connection with the establishment of a civil service, performance evaluation became widespread in the 18th century with the development of modern states. It gained momentum in the 19th century, primarily in the United States, initially to measure student performance and later the effectiveness of the educational system. For two centuries, evaluation has been the subject of numerous competing theories, giving rise in particular to an ideological battle between proponents of quantitative and qualitative approaches. Over the past thirty years, research has proliferated, forming a substantial body of knowledge. Michel Demarteau recounts this evolution and advocates for greater support for evaluation by stakeholders, including within the French framework of regional public health groups.