Research on assessment activities has considered student responses to specific initiatives, but broader concerns underlying these responses have not been fully explored. Using a survey methodology, this paper explores how students view assessment activities, from the perspective of their experience on a four-year undergraduate programme, describing the implications of variations in their perceptions of the purpose of assessment. Contrary to previous findings, there was strong support for traditional activities. Four distinct perspectives emerged, focusing on: grades, activities, subject mastery, or skills development. These perspectives were defined by emphasis (subject or skills) and outlook (shorter or longer term). Students largely emphasised either subject or skills, but not both, suggesting that educators need to encourage students to embrace the entire curriculum. Students with a shorter-term outlook reported views on assessment activities consistent with surface learning; this indicates a need to emphasise the future relevance of assessment activities, in order to encourage deeper engagement.