The aim of this research was to, with the use of qualitative methodology and application of a semi-structured interview, examine how university teachers of social sciences and humanities interpret some of the elements of evaluation and self-evaluation in higher education. In other words, the areas that were analyzed were the role, purpose and elements of evaluation and self-evaluation in higher education from teachers’ perspective, attitude of university teachers towards the standardization of evaluation criteria in higher education and, what was also examined were the ways of acquiring competencies in the field of self-evaluation with university teachers. Ten teachers participated in the research: two teachers from each scientific position/ job title. The analysis of responses showed that there are noticeable differences in the understanding of the purpose of evaluation in higher education, as well as in the elements that individual higher education teachers attach importance to. This can be attributed to whether respondents place more emphasis on theoretical knowledge or application of acquired skills. Given the concept of self-evaluation, most respondents said that they conduct some form of self-evaluation, but it has also been observed that encouraging self-evaluation among students depends on teachers’ competencies. Given the standardization of evaluation process in higher education, a part of the participants in this research highlighted the benefits of this process which are reflected through objectivity and fairness when grading, while some respondents believe that the same is not desirable in higher education. Ultimately, the obtained results suggest a lack of more systematic acquisition of competencies necessary for conducting (self)evaluation in higher education.