In higher education, assessment is especially significant due to the high level of autonomy and self-regulation that is assumed in the students at this stage. While there is a bulk of research on which assessment evidences are used in higher education, research on how university professors design these evidences is lacking. Using a mixed method technique, we analyzed the assessment methodologies used in three different degrees (Mathematics, Medicine and Sport Sciences), and the design process followed by the teachers in each degree. We found important differences in the assessment methodologies used and the approaches to the assessment design in the degrees. This study shows the way in which teachers of different degrees modified their assessment methods during the Bologna process, as well as the factors that influenced them throughout the process.