This paper discusses how they are carrying out the processes of student learning assessment in the new degrees plans, primarily focused on initial teacher training (FIP) and assesses the extent to which systems are being used and whether formative assessment some evolution is occurring over the previous model to the implementation of the EHEA. It uses content analysis of 19 published cases of experiences of implementation of new degree courses in Spain, especially in the FIP. In conclusion, it seems important to encourage more training in formative assessment processes for the implementation of new degrees gain in consistency and quality.