ABSTRACT
Much of the work on assessment in an international context to date has focused on types of assessment, such as external assessment versus internal assessment, or on whether assessment is norm-referenced or criterion-referenced. But there is an alternative perspective: one of culture and values. Over recent times authors such as Filer (2000) and Le Métais (1999) have offered a view of education and its assessment that is situated in culture, and the values exhibited by countries and their corresponding educational systems.
