Summative assessment refers to “assessment of learning” and involves high stakes consequences for students because the results of the assessment are used to judge the students’ performance (Ewell, 2005 cited in Nusche, forthcoming). Formative assessment is often referred to as “assessment for learning” and supports a teacher’s pedagogical approach to the student, the results of such an assessment are used to improve teaching strategies and identify learning needs, rather than judge performance (Black and William, 1998 cited in Nusche, forthcoming, Eurydice Network, 2009). Finally, assessment tools such as standardised tests can be used for monitoring and evaluation purposes. Evaluation refers to collecting evidence to judge systems, programs and procedures (Harlen, 2007, Newton, 2007). This paper considers standardised testing for monitoring, evaluation and formative purposes, but because summative assessment inherently involves stakes for students, it is not included in this review. For a comprehensive review of summative assessment trends in OECD countries, see: Nusche (forthcoming).