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The Ministry of Agriculture in France has recently decided to renovate its technical education diplomas with a so-called "capacity" entry and the implementation of a type of certification assessment involving an interview based on real-life professional situations. How can an interview be designed to serve the certification of skills in vocational training? On which theoretical and technical corpus should it be based ? Being in charge of councelling teachers across this renovation in agricultural education, we have tried to answer these questions by developing an interview approach, which mobilizes both explicitation as defined by Vermersch and the contributions of professional didactics. We then experimented this interview with future agricultural workers in training in order to test its relevance and feasibility. We thus propose in the end an approach composed of two distinct phases during which the type of questions, the language rules, the posture and the intentions of the assessor vary.