The process of assessment of learners in professional training is discussed. In professional training, students are involved in assessment, since the examining process is overtly linked to the learning practice. Distinctions concerning examinations, assessment, and evaluation are offered. Professional training is concerned with competence in nontechnological or nontechnical skills, the skills of personal and interpersonal relationships. Further professional training has as its major objective the evaluation of performance by helping the learner to internalize a certain behavioral value system. Professional skills are ones that derive from the social functioning of the self, the expression of personality in social settings. Professional training and development is essentially an individual matter: the improvement of present skills. It is contended that in further professional training, learners will be helped to internalize their learning if they can help determine and select modes and criteria of assessment, examinations, and evaluation (where relevant). In programs of professional training, criteria in examination, assessment, and evaluation accumulate during the program and in reference to the user's environment. It is essential to have the agreement of the learner about the mode of assessment. Lists of leadership skills, knowledge and skill base for leadership, assessment criteria, and modes of presentation of material or assessment are included. (SW)