The aim of this study was to evaluate the perception of the students who participated in formative assessment processes in universities focusing on three key factors: workload, final learning and responsibility in the process. The research was carried out in the academic year 2013-2014 in 20 subjects at 7 Spanish universities (1,220 students). The subjects were divided into 2 groups, one which encompassed 10 subjects involving physical education (PE) and sport (587 students), and one composed of 10 other subjects from different fields and specialties (633). In all the subjects a formative and shared assessment system was used. A pretest-posttest was done. The validated questionnaire about methodology and assessment in initial training was used. Quantitative analysis, both descriptive (means and standard deviations) and inferential (Pearson correlations and ANOVAs), was used. Although no significant differences were found in either group in the pretest, in the posttest the PE group obtained higher learning and responsibility in the process. In addition, in relation to the difficulty of passing the course the PE groups show differences between those who have participated more and less frequently in formative assessment, while in the group of other disciplines differences depend on the course. The number of students in class has no influence.<\/p>\n
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