In accordance to CDIO, active learning methods engage students directly in thinking and, currently, the application of innovative learning tools in the engineering courses are becoming mandatory. The selection of the most appropriate methodology for each course is a challenge. Once CDIO adopts that assessment of student learning is the measure of the extent to which student achieves specified learning, the outcomes from the assessment can be adopted as one indicator giving the direction to the better choice of methodology. In this research, three innovative methodologies were applied with a group of 81 undergraduates belonged to an industrial engineering course. During one semester were collected the outcomes data of the assessment applying to the group using: Team-Based Assessment, Peer Assessment and Project-Based Assessment. The data were treated using ANOVA, Tuckey multiple comparisons and the paired t-test in order to validate the hypothesis that the average grade of the group after each type of assessment would be the same considering the three methodologies. The findings were discussed and presented. The work was concluded and opportunities for further researches were suggested.
