ABSTRACT
In a selective system, the predictive function of assessment tends to dominate; the school needs assessment data for selecting students, and students and parents need them for selecting a school. In non-selective systems, assessment feedback is more important for the development of curricula and teaching methods and for the improvement of learning. Educational equality, developing the content of education and maintaining a level of education necessary to respond to the needs of social and scientific-technological development were some of the main principles underlying the educational reforms which took place in the 1970s and early 1980s. National assessment studies have been carried out mainly in the comprehensive school, although a few studies have been conducted in upper secondary schools and vocational schools. Subject-specific assessments have mainly focused on mother tongue instruction, foreign languages, and mathematics. The main parties involved in assessing the implementation of the curriculum are: school governing bodies, curriculum developers, teachers, students, and researchers.
