The thesis is a study of the final assessment in English in the vocational courses in upper secondary school (VF2210). The data from the present study reveal that the VF2210 exam test does not in all cases test achievement. The students in the vocational areas are to a considerable extent exposed to general proficiency testing. I experience a gap between the R’94 intentions, the current practice in teaching, and the actual exam assessment. My initial assumption that the Vf2210 exam test is not always a reliable assessment tool has to a large extent been confirmed by the results of the study.