The focus of this paper is to present a model for empowering all parties in the Practicum triad, school-based and university-based teacher educators, as well as student teachers, in assessment. Assessment of the Practicum, which shares a number of commonalities with Work-Based Learning, plays a crucial role in the certification of new teachers. However, we know little about the quality of the assessment competence of the assessors. The assessment process is complex, and the partners involved need to engage in a dialogue about what and how to carry out the assessment. The current model is introduced as part of a new framework for student teachers' Practicum within a school-university partnership at a Norwegian university to guide such a dialogue. (Contains 2 figures.)