El Espacio Europeo de Educación Superior (EEES) comporta, al menos a nivel teórico, cambios sustanciales en los planteamientos formativos desarrollados que se concretan en diferentes ámbitos. Uno de éstos, el de la evaluación de los aprendizajes de los estudiantes, se convierte en el foco del trabajo que presentamos. Los planteamientos y resultados del mismo se enmarcan en un proyecto I+D+i (EDU 2009-13195) titulado "Enfoques de aprendizaje de los estudiantes universitarios, metodologías docentes y contextos institucionales al inicio, intermedio y final de la carrera en el marco de implantación de los nuevos títulos". Concretamente, nos centramos en la evaluación de los aprendizajes analizando, tanto los formatos o modalidades utilizadas, como las preferencias que los estudiantes manifiestan sobre ellas, en diferentes cursos y titulaciones. Asimismo, pretendemos aportar algo de luz acerca de cómo dichas preferencias varían dependiendo del enfoque de aprendizaje de cada estudiante (profundo o superficial) y, también, de la evolución que se produce en los alumnos a lo largo de los diferentes cursos de sus estudios de grado.Palabras clave: Educación Superior, enfoques de aprendizaje, metodologías docentes, evaluación educativa, Espacio Europeo de Educación Superior.Assessment of students' learning outcomes in the EHEA: their practices, preferences and evolution. The European Higher Education Area implies, at least theoretically, substantial changes in the developed educational approaches specified in several areas. Among these the assessment of students' learning is the focus of this article. The approaches and results that are exposed here are framed in an Educational Research Project entitled "Learning approaches of the university students, teaching strategies and institutional contexts to the beginning, half and end of career in the process of implantation of the new degrees". Specifically, we focus on the learning assessment, analyzing both the formats or modalities of this kind of evaluation as well as the preferences which the students have concerning them in the context of different courses and university degrees. Furthermore, we try to somewhat clarify how these preferences could vary depending on the learning approach of each student (deep or superficial) and, also, on the students' evolution along the different courses of their degree.

The European Higher Education Area implies, at least theoretically, substantial changes in the developed educational approaches specified in several areas. Among these the assessment of students’ learning is the focus of this article. The approaches and results that are exposed here are framed in an Educational Research Project entitled “Learning approaches of the university students, teaching strategies and institutional contexts to the beginning, half and end of career in the process of implantation of the new degrees”. Specifically, we focus on the learning assessment, analyzing both the formats or modalities of this kind of evaluation as well as the preferences which the students have concerning them in the context of different courses and university degrees. Furthermore, we try to somewhat clarify how these preferences could vary depending on the learning approach of each student (deep or superficial) and, also, on the students' evolution along the different courses of their degree.

The European Higher Education Area implies, at least theoretically, substantial changes in the developed educational approaches specified in several areas. Among these the assessment of students’ learning is the focus of this article. The approaches and results that are exposed here are framed in an Educational Research Project entitled “Learning approaches of the university students, teaching strategies and institutional contexts to the beginning, half and end of career in the process of implantation of the new degrees”. Specifically, we focus on the learning assessment, analyzing both the formats or modalities of this kind of evaluation as well as the preferences which the students have concerning them in the context of different courses and university degrees. Furthermore, we try to somewhat clarify how these preferences could vary depending on the learning approach of each student (deep or superficial) and, also, on the students' evolution along the different courses of their degree.