Lately, the driver education in Sweden has changed from focusing on drivers' knowledge and abilities to taking into account the drivers' risk awareness and evaluation of their own knowledge and abilities. These areas have been in focus in a new curriculum for driver education. Before the new curriculum is introduced, the driving-license test needs to be altered according to the new goals of the curriculum. The purpose of this study was to explore how to assess the goals in the curriculum that regard drivers' self-evaluation of knowledge, skills and goals. A literature review was conducted in order to investigate how selfevaluation is measured in other fields. One way to assess self-evaluation of knowledge and abilities is through self-ratings. But, since self-ratings might be slightly unreliable because of the respondents' willingness to answer in a socially desirable way, the self-ratings could be compared to external measures. Studies show that there is a moderate relationship between self-evaluations and external measures, but the strength of the relationship is affected by many factors. One such factor is the competence of the test-taker. Skilled test-takers are more likely to make a realistic self-evaluation than less skilled test-takers. However, if the test-takers raise their competence by education, the self-evaluation could be improved. In addition, studies have also shown that self-evaluation could be improved by observing the own performance afterwards. In conclusion, the goals of the curriculum that refers to self-evaluation of the knowledge and abilities of the test-takers might be possible to relate to an external measure; i.e. a knowledge test and an expert judgement respectively. However, it seems more difficult to relate the self-evaluation of personal goals to an objective measure. Therefore, one may need other strategies to judge if these goals are fulfilled.