ABSTRACT
Financial pressures in the 1980s and early 1990s led to system-wide evaluations by administrators and consultants who were especially concerned about costeffective achievements in schools. These pressures were very evident for both public and private schools. There have also been increasing concerns about student performance in core subject areas and this has led to system-level evaluations. Performance testing in literacy at specific age levels as well as testing in core subjects is now common in many countries. In most countries individual schools receive details of their students’ results and so school-level evaluative data are also available.
