In view of the need to improve teaching guides, research has been carried out to find out about the status of student assessment systems in the latest promotions of the initial training of the Master of Child Education at the Autonomous University of Barcelona. The methodology used has been qualitative, through discussion groups of teachers and graduates from the last four promotions (2007-2011). The results show similar perceptions regarding the consistency between the different sections of the programmes in the subjects and the transparency on the type of assessment to be carried out; they point to different perceptions of the tools used, feedback transmitted and cognitive capabilities most assessed. It is concluded that it is essential that there is consistency in the teaching guides between the different strands; the student is aware of the assessment promptly, clearly and transparently; self-assessment and co-assessment systems are envisaged; teachers guide the connection between theory and practice in a critical and reflective way.