Based on results of the European research project QUAL-PRAXIS and research and developments within the dual systems of VET in Germany, Switzerland and Austria (Breuer, 2006; Breuer & Müller, 2000; Frey, Jäger, & Renold, 2005; Metzger, 2006), this contribution will reflect on the different practices of assessment applied in dual systems in comparison to the findings on recent developments in practice-oriented assessment within the project QUAL-PRAXIS. When making a distinction between the three different basic societal functions of assessment in vocational learning: selection of social positions, allocation of human resources and diagnosis of learning and development (Walter, 1996) it can be seen that the former two dominate the latter in dual vocational education. However, recent developments in practices and concepts of assessment take into account the pedagogical functions of assessment in varying degrees within the three countries. The specific institutional context is one explanatory factor for this variation.