A study was conducted to examine and compare, in 10 selected countries, the interaction between current conceptions and theories of assessment and assessment practices. Of particular interest was the nature of changing practice and theory in assessing the learning achievements of students in elementary and secondary education, as well as the sociocultural and technical factors that are associated with gaps between theory and practice. Countries participating were Australia, Bahrain, England and Wales, Guatemala, Israel, Malaysia, Namibia, Poland, Scotland, and Slovenia. A designated representative of an institution specializing in assessment in each country completed a questionnaire about assessment practice and theory. Across all participating nations, assessment appears to be more widely used for selection than for diagnosis. Most assessment is restricted in scope and operates in a relatively restructured curriculum. In addition, there is little pressure to change in these countries. Some reasons for the situation are explored. Two appendixes list the countries and organizations and contain the questionnaire. (Contains 41 references.) (SLD)