The aim of this article is to present those elements of assessment approaches that change as a consequence of a process of educational innovation. To this end, a multiple case study in which seven schools in Catalonia (Spain) that are implementing this innovation was carried out. The results obtained, through the analysis of semi-structured interviews and acquired documents, indicate different changes in assessment approaches at two different levels – in the school and in the classroom – and each of them with two aspects of change: organizational and curricular. This article focuses only on the classroom level. The results show that for a greater use of formative assessment and student involvement. As a main conclusion, the study highlights the need for a reformulation of assessment practice, aligning it with the new teaching and learning that is being developed.