The educational assessment quality assurance and control practices of Germany, Sweden, France, New Zealand, and Australia are compared to illustrate the considerable variety of approaches and some of the social factors that contribute to this variety. In Germany there is considerable variation from one province to another, and quality assurance and control in assessment are largely part of the professional responsibility of teachers, based on the long-standing legitimacy of the procedures in use. In Sweden there is also considerable emphasis on quality assurance through developing the expertise of teachers regarding assessment and then trusting them to carry it out. In France there is a heavier reliance on externally set examinations and central control. Education in New Zealand has been dominated by external assessment. A new quality-assurance framework is being implemented to move the system from a norm-referenced examination system to one that assesses achievement against recognized standards. Every Australian state has its own system, and the formal provisions for quality control and assurance are focused on secondary school and entrance to higher education. Three figures illustrate the discussion. (Contains 25 references.) (SLD)