This report focuses on the role played by assessment in the delivery of VET. A key question is whether the objectives set in national curricula, by qualifications standards and in programme descriptions are improved or undermined by dominant assessment approaches. An additional question is how assessment approaches address increasingly complex requirements in general knowledge and transversal skills and competences. Can current methodologies be relied on and do they provide a valid picture of achieved learning? The study provides important insights into the evolution of assessment for VET in Europe and can be used as a basis for developing future research in this area.