Professional schools prepare students to become competent professionals. Consequently, there is a need for assessments that can determine the acquisition of the relevant professional competencies. Although using performance assessment to replace traditional paper-and-pencil tests might provide one way to move forward, the use of performance assessments for summative purposes has been shown to be problematic (e.g. marker consistency and construct representation). With the aid of a comprehensive framework of quality criteria for competence assessments, this article considers if one particular existing competence assessment methodology is suitable for summative as well as formative use. It is argued that the comprehensive quality estimation of the examination procedure aids in identifying strengths and weaknesses in the assessment methodology, and that this information can be used to facilitate the inclusion of performance assessment in higher education, both for summative and formative use.