Abstract
This chapter presents a combination of internal school assessments and external examinations. The more radical approaches, like the Australian attempt to abolish completely the external element and the experiments in the United Kingdom with the development of broadly based school reports were not presented. The significance of high or low marks in the school leaving examination depends on the availability of tertiary education. If there is a surplus of facilities in universities and colleges as in the United States and the United Kingdom, then a school leaving examination is of less significance. Among the social issues affecting examinations, mention was made of changing social trends. In the United States and Canada, particularly, the economic value of education to the individual and society has been used both as a justification for the expansion of facilities and as an encouragement to individuals to make use of the opportunities offered.
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