This paper reports the findings of a study aimed at characterizing the assessment process in an English Language Teacher Education Program (ELTEP, henceforth) at a Colombian public university. Perceptions of teachers and students, revision of some official documents such as course syllabi and test samples, and class observation were used to respond to the inquiries of this study. Interviews, questionnaires, field diaries, and documentary records were employed to gather information for this qualitative-descriptive study. Data analysis suggests that despite the general guidelines proposed by the institution in terms of assessment of learning, and some good evaluative practices implemented by the professors of the ELTEP, the consolidation of an approach is required; an approach understood as criteria and pedagogical procedures that guide both teachers and students, and one that promotes more formative, fair and democratic assessment.