examinations indicates the positive role
that the examinations are playing in these different contexts.
They also demonstrate the benefits of an iterative approach
to gathering impact data as they have collectively revealed
areas where further support and information is needed for
teachers and parents. The follow-up studies that are planned
will no doubt explore in much greater depth the opportunities
and challenges of introducing examinations into such different
cultural and educational contexts, the different points of
resistance as well as the different ways in which the same
information is interpreted and operationalised.