Assessment is one of the most important methodological elements in university teaching. After European Higher Education reform, assessment should acquire a formative perspective so it can respond to the new demands. So, in order to know if those changes are taking place, the aims of this research are (a) examine graduates’ and teachers’ perception on the use of assessment tools and students’ grading participation; (b) analyze if there are differences between graduates and teachers perception on those topics and; (c) examine if those who perceived more participation in grading process also perceived a more varied use of assessment instruments. 491 graduates and 344 teachers from 20 faculties of Education and Physical Activity and Sport Sciences participated in the study. Results of this research show that graduates consider that a variety of assessment instruments are more widely used than teachers, only there are not statistical differences in oral exams, exams leaving documents and essays between both groups; and (b) graduates present a positive relationship between the use of participatory grading forms and the use of most assessment instruments, while teachers relate these forms of grading inversely with the use of exams.

Higher education; Formative assessment; Assessment instruments; Grading; Pre-service teacher education.