This paper first provides a critic of the implementation of compulsory national assessment protocols internationally, and then nationally through a review of the implementation process used for the introduction of National Standards in New Zealand, and National Testing in Norwegian mainstream schools. It then reviews the impact of these two assessment regimes on indigenous Mãori and Sámi -medium schools in the context of historic policies of marginalisation and assimilation. Finally, it notes the crucial role of each national government in securing funding for the production of culturally responsive National Standards and National Testing in the effort of both indigenous groups to protect their languages and cultures.