The formative assesment is centered on the students and their learning, therefore, it`s opportune to know student perception. This paper talks about the advantages and inconveniences that the students of 10 subjects of 8 degrees from the University of La Laguna attributed to the formative assesment systems, and what were their proposals to improve them. We have used a mixed methodological approach combining a question paper (394 students) and two discussion groups (15 students). The results show as main advantages the existence of an active, functional, meaningful and practical learning. The results show many advantages, especially the existence of an active, functional, meaningful and practical learning. The greatest effort involved in this systems did not translate into excessive work. However, the main drawback is the reluctance of students about Self-Assessment and Peer-Assesment, when it is linked to the qualification. As for the context, the perception of the students was better in subjects related to degrees of Education. The absence of teaching experience in formative assesment worsens the results and the number of students in the class group was less important.
 

Formative assessment; Higher education; Student perception; Learning; Educational change.