Shewbridge (forthcoming) also identifies the growing trend across OECD countries to introduce output and/or outcome measures in different government dimensions, such as budgetary procedures. In terms of the education system, efficiency and effectiveness would be measured by outputs, such as test scores and graduation rates, rather than inputs, like funding, resources and number of school days. The increased attention to quality of public outputs and the insertion of business management techniques into public sector institutions are one of the various reasons a country may adopt and administer a national test (Ball, 1998).