The evaluation of translations intends to assess the quality of those texts. However the perspectives on quality by the translator trying to formulate a translation, by a client who pays for it, and by the translation teacher who has to evaluate the learning progress, are different. Classroom evaluation is based on a static text analysis, while the client has a prospective interest in translations to use them functionally for proper interest. The translator applies a dynamic strategy in search of an adequate formulation. All three perspectives on translation quality can be subsumed under one model of the translational categories.