Assessment of performance, when national standards are required, has to be sustained by confidence. Confidence in the learner that they are engaged in learning that will provide them with a qualification that is worthwhile, and the confidence of the end user that the assessment is rigorous, equitable institution to institution, and accurate. Without consistency of approach and application any qualification can be devalued. So, is "entry-level" fit for purpose? Evidence is all too often anecdotal, yet even this is sufficient to raise questions and require all those involved to reflect on the status quo. Here, some of that reflection is well documented, together with some suggestions that might shape things for the better as instruments of assessment are revised and developed.