The first part of the chapter is a brief overview of the main results of research into quality in interpreting in order to give a brief theoretical background. This may help the trainer a) to identify the different approaches to quality and therefore to concretise particular learning goals in the classroom and b) to focus gradually on the development of different interpreting strategies for real life situations in front of a respective audience. Since interpreting assessment has come long way, there are a lot of practical experiences and analytical descriptions about what should be assessed and how. Thus, the second part of the chapter summarises the different dimensions of assessment and presents the different components that should be considered when comprehensively assessing interpreting.