One reason for focusing the QUAL-PRAXIS project on practice-oriented assessment was that modes of assessment have proved to be resistant to change, although new concepts of teaching and learning have been adopted to meet the demands facing teaching and learning in the labour market. The QUAL-PRAXIS project (Stenström & Laine 2006a) indicates that practice-oriented assessment is a method of assessing work-related learning that suits a wide range of educational domains. By analysing and discussing the various case studies the QUAL-PRAXIS project (Stenström & Laine 2006b) was able to specify a number of common elements underpinning good practices in the partner countries, although the educational systems and levels targeted were varied. The elements can be characterised as representing an activity environment (authentic context, assessor training, transparent assessment, joint assessment, and multiplicity of methods) and a learning process (part of learning, reflection, self-assessment, feedback). Most of the above mentioned features are also seen in the Finnish case study concerning vocational skills demonstrations. They provide students a possibility to show how successfully they have reached the VET targets and acquired the working-life skills. The findings show that vocational skills demonstrations have enhanced cooperation between educational institutions and working life.