Contribution: This study evaluates the generalizability of previously identified perceptions among engineering students of assessments in introductory programming (CS1). The students’ perceptions of their instructors’ and teaching assistants’ (TAs) roles in these assessments are also studied, and differences based on prior programming experience, gender, and course explored. Background: Basic programming skills are desirable also for students who are not majoring in computer science (CS). Students’ experience of assessments has not been fully explored. Research Questions: 1) How do engineering students experience the assessment (lab assignments, midterm exam, and project) in their CS1 courses? 2) What are the students’ perceptions of the TAs and instructors in relation to these assessment situations? 3) What significant differences can be found based on students’ prior experience in programming, gender, and course? Methodology: Previously identified themes from an interview study worked as a framework for the formulation of 25 statements used in a survey among 137 students in six CS1 courses (second part of a mixed-method study). Descriptive statistics, Mann–Whitney U Test, and Kruskal–Wallis tests with Bonferroni corrections, were used to analyze the data. Findings: Laboratory assignments were experienced as an opportunity to learn while the exams were viewed as predictable. The projects were perceived as authentic, although varying in difficulty, and as a huge leap from the lab assignments. Students perceived the instructors to put their touch on the course but viewed their TAs as carrying out the assessments, and experienced variations between TAs. Female students experienced these variations to a larger extent and perceived received feedback as less useful.