Learning assessment in the educational context needs to be developed as a continuous and diverse practice. In this article, we observe how students think they should be assessed by their teachers at university. We use the qualitative approach of data focusing on textual analysis. The study participants were seventy-six students of a Columbian university, who answered the question: Given your learning style, how do you think you should be assessed? The results showed that the students would like to be assessed according to their own ways of learning, or their learning styles promoting creative, reflective, critical and complex thinking in the student to achieve his life-long learning.