Introduction: The main goal of this study is to evaluate the psychometric and assessment features of the Scale for the "Assessment of the Teaching-Learning Process, Student Version" (ATLP-S), for both practical and theoretical reasons. From an applied point of view, this self-report measurement instrument has been designed to encourage student participation in the daily assessment of how the teaching-learning process occurs. From a theoretical point of view, this 30-item scale was initially developed with rational criteria, inspired by the most common curriculum models; in addition, we propose to empirically validate the instrument. Method: A total sample of 1250 Spanish university students and 275 university students from the UK participated in the assessment. The analyses made to assess its reliability, internal validity (exploratory and confirmatory factorial analysis), and external validity (correlations and MANOVAs). Results and Discussion: We can be considered adequate and have proved to be powerful enough to define relations with other variables--learning approach, or teaching and learning experiences--in the sample with Spanish and UK versions of the instruments. (Contains 8 tables and 2 figures.)