As pointed out by a number of authors writing about the assessment of interpreting performance (e.g. Pöchhacker 2004; Angelelli/Jacobson 2009b) there is a clear need for both more research and for sharing detailed systematic information on methods of test administration and assessing processes and products. This paper describes the present procedures at Lessius University College with regard to the assessment of students at completion of community interpreting training. At the time of writing, our curriculum is undergoing some important changes and these developments offer opportunities to re-think some aspects of our training, curriculum and hence assessment procedures. Re-thinking assessment procedures involves relating theoretical concepts to practice. Engaged in this task, we agreed with Leeson (2008) who states that assessment is a highly complex issue and that designing successful interpreting tests is rather like qualifying for the Olympic team.