This research contributes to critical literature in the field of recognition of prior learning and skills. It frames the idea of the initial assessment as a tool for selecting and orienteering migrants in their further learning and/or training paths, considering the influence of the training background and personal beliefs of the personnel, who design and perform assessments. Using sociology of translation perspective, I observed how the idea of assessment is translated in practice when Italian organisations carry out their initial assessment of migrants' informal learning and skills. The research was based on a qualitative approach, through three strands allowing a data triangulation useful for validation purposes. Firstly, education policies and training activities for migrants were analysed through desk research and meetings with stakeholders; secondly, in-depth interviews were held to examine how personnel and volunteers do their initial assessments of migrants' non-formal and informal learning and skills. Finally, ethnographic observation was carried out in two organisations, which assess migrants. The results show how the initial assessment procedure materialises as a result of each organisation's approach, guided by their mission and vision, and the personal views of individuals based mainly on empirical experience.