This study aims to understand the perceptions of teachers and students about teaching, learning and assessment in higher education, particularly in Portuguese Universities. 

Following the Bologna Process changes occurred in the organization and functioning in higher education, which led to a new approach to the teaching, learning and assessment, even assuming the existence of a paradigm change, from teaching to learning. It was expected that teachers could use more active teaching methodologies accompanied by a formative evaluation. In this sense, it is important to know, from the perspective of teachers and students, if teachers are to use active teaching and learning methodologies and practices of formative assessment or if, on the contrary, continue to use a more transmissive teaching and summative assessment practices based on tests and exams where the students develop a memory-based learning.

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