Assessing the learning outcomes from professional learning is crucial for understanding its impact, especially for training focusing on capability development. This paper explores the benefits of using scenario-based assessments to assess the immediate capability learning outcomes in professional learning settings. Existing research underscores the complexities of assessing capability in tertiary education environments. Unlike knowledge and skills, capabilities are demonstrated in context, and their application varies with each situation which poses a challenge in their assessment. Additional challenges are imposed on the assessment of capability in professional learning contexts where professionals take time outside of their work practice to develop additional knowledge and skills. As such, they are time-constrained, and therefore in depth assessment activities suitable for university environments are not practical in professional learning contexts. This paper explores the benefits of a pre- and post-learning scenario-based assessment in professional learning contexts. It demonstrates that these assessments offer a dual advantage of formative and summative learning assessment, while also contextualising the learning assessment within professional practice, aligning with the principles of effective professional learning.