The choice and implementation of (combinations) of assessment methods is an important prerequisite for high quality vocational education. Research and practical implementation often start with the question how to assess students instead of the question what needs to be assessed. Therefore, the goal of this article is to analyse current assessment methods in vocational education, starting from the content perspective of what needs to be assessed. Three themes were formulated that together describe what it means to be a good starting professional in the workplace. Next, 11 assessment programmes in senior secondary and higher vocational education were analysed. Research questions were: (1) to what extend do the assessments capture professional knowledge and performance, (2) to what extend do the assessment methods capture the core of the vocation in the workplace, and (3) to what extend to the asesssments stimulate the capacity for further lifelong learning. Similarities and differences between the cases in senior secondary and higher vocational education show the need to approach assessment as a design question and to think in term of assessment programmes instead of single assessments alone. Starting from the content of what needs to be assessed, the assessments can be adequately operationalized on the level of assessment programmes and curricula and single assessments.
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