Assessment is a key element in any teaching-learning process as it allows the trainees to be guided in the acquisition of translation competence. Since students are the centre of this process, it is important to know their experiences and opinions about assessment in their university training as translators. This aim has led us to analyse a corpus of 46 oral interviews with students enrolled in a translation and interpreting degree at a Spanish university and compare the data to the syllabi of the translation courses they are enrolled in. The results show a strong preference on the part of the students for continuous assessment and practical translation exercises. However, they call for more in-depth and guiding feedback and they also challenge the benefits of certain exam situations. Nonetheless, they are generally satisfied with the assessment methods applied. This work contributes to the development of translation pedagogy, with empirical data which allow to describe students’ beliefs, and focus on those aspects that are most necessary to improve their learning.