This article analyses the findings of a survey exploring Swedish leisure-time pedagogues' experiences of assessment in school and leisure-time centres. It aims to boost knowledge of how assessment, as a prominent example of changed education governance, is entering the work of leisure-time pedagogues and how it is perceived by them. It is concluded that leisure-time pedagogues often assess the development of children's social competencies, activities in their centre and the leisuretime pedagogues' own contributions. Possible explanations of why these assessments are mainly based on informal observations without any documentation are discussed, as are the leisure-time pedagogues' ambiguous attitudes to them.Keywords: assessments, development talks, leisure-time centre, leisure-time pedagogue