A core element in the formation of a quality assessment system is the development of a set of indicators measuring performance. Indicators might be regarded as multipurpose devices, producing information for a number for different actors, different governance levels, different purposes; control, steering, audit and development. The collection of information from students and apprentices on their perceptions of learning quality, learning environment, and learning outcomes are important elements of the emerging quality assessment framework in Norway. The paper aims at studying the construction of the socalled Apprentices Survey, focusing on tensions involved in the formation of such an instrument in a hybrid VET system where apprentice training is embedded in a comprehensive upper secondary school system. The apprentice survey is analysed according to four different elements; targeting of measurement points, selection of indicators, data collection procedures and quality of performance measurement. Different types of use will require a different mix of considerations regarding to criteria like validity, reliability and legitimacy. The paper aims to analyse the character and content of the instrument in relation to two different domains (education and apprentice training in the form) and two different types of use in relation to criteria like validity, reliability and legitimacy.