The aim of this research is to examine the current practice of evaluation of educational achievements in the context of higher education. The research is based on the views of lecturers, focusing exclusively on the process of monitoring, checking and evaluation of students and providing feedback. A group of respondents that was chosen for this study consists of lecturers from selected departments of the University of Zadar who expressed their willingness to participate. Altogether, there were seven respondents, and the survey was conducted using a method of an in-depth interview in October of 2018. Concerning the definition of monitoring, checking and evaluation, the lecturers agreed that monitoring refers to the monitoring of all students' activities during the semester and keeping track of their attendance and activity in lectures. Furthermore, checking implies to those tasks that students have to complete during a semester (exercises, assignments, colloquia) and evaluation refers to the assignment of the final grade to the student’s knowledge at the end of the semester. The lecturers agreed that the purpose of feedback is to improve student’s work in a way that would make them learn from their mistakes, that is, constructively. Quality feedback is considered to be regular and is often offered during the learning process. Lecturers are aware that giving immediate feedback is important for students in order for them to become aware of what they know and do not know. Regarding the recommendations for the improvement of the process of evaluating students’ achievement, the lecturers emphasize the importance of communication between lecturers and students, but also among lecturers as well. Also, as several lecturers point out, it would be beneficial to attend courses on evaluation by both lecturers and students. Lack of time for monitoring and checking or evaluating all tasks is the greatest obstacle to a good performance of evaluation of students’ achievement. What needs to be done is to encourage a more active role that students have in the evaluation process itself, but it is evident that transition from culture testing to assessment for learning culture is taking place.