This article provides an outline and critical review of assessment, an evaluation of learning outcomes, in vocational education and training (VET) in Finland. Assessment of VET is formative, development-orientated and criteria-based. There are no national tests and information from vocational skills demonstrations is used instead. Assessment targets are individual and communal learning focusing on processes instead of reports. Interactive, multifaceted assessments and qualitative methods promote learning and are based on trust--not control. The developmental assessment of learning outcomes started as an experiment in 2002 and as a permanent system in 2007. The whole process has been included and still includes also many challenges of methods, which this article tries to open.