This study employed a three-step qualitative research design with multiple instances of source validation in order to capture expert teachers’ (n=28) reflections on which manifest signs they would look for when they asses students’ innovation competency. This paper reports on the thematic analysis of the recorded talk-in-interaction that occurred in teacher-group discussion sessions at five upper secondary schools. Based on the analysis, it was possible to extrapolate assessment criteria for five sub-competencies relevant to innovation (Creative competency, collaboration competency, navigation competency, action competency, and communication competency) as well as assessment criteria for a number of skills relevant to these sub-competencies. These assessment criteria, it is argued, largely resonate with existing literature and they provide a detailed glimpse into how assessment of innovation competency could be concretised within the framework of the existing disciplines.