Argues that Americans can learn from the wide variety of types of assessment included in French national evaluations, from the way these exams are used formatively on a large scale to plan instruction and professional development (rather than to pass or fail children or to reward or punish teachers), and from the hazards of a single high stakes…

Uses a description of large-scale collaborative portfolio assessment in the secondary school system in England as a means of seeing the American system and the recent reform efforts in comparative perspective. (RS)

Describes how students learn and how they are evaluated at the secondary level in the Hungarian school system. Notes also the process and standards for university admission. (SR)