This profile traces the recent evolution of assessment and examination policy and practice in the Republic of Macedonia, with an emphasis on the partnerships between state and non-governmental agencies in facilitating educational reform. Following a brief description of the country, the paper explores the overall educational architecture, curriculum reform efforts and initiatives in relation to assessment in primary and secondary education. The establishment of comprehensive school-based assessment predicated on curriculum standards and assessment principles, and supported by relevant professional development for teachers, is highlighted. Future trends and directions are investigated, including efforts to address grade inflation, in part through the introduction of external tests to moderate teacher grades. (Contains 2 notes, 1 figure, and 3 tables.)