Although in many respects, the EU imposes a unitary global policy (European Aquis) in compulsory education it gives freedom to the member countries in implementing their policies in national testing of pupils in monitoring schools and education systems.

Currently national tests play a very important role in the development of educational policies, their results are analyzed in order to establish measures to reduce disparities between the levels of knowledge or improving vocational training of teachers.

The results of these tests are used for many purposes including monitoring of standards, student progress from year to year, providing feedback to students and parents, guidance of teachers’ work. However, normally there should be a direct and proportional connection between the results of the assessment and the budget given to each educational institution, the funding being the evaluation result. It should work as a stimulant in obtaining superior results. This link, although it seems to be implied, was difficult to be proved as long as the test results are not made public, nor is it confirmed by the implemented educational policies.

Following comparisons made over time between Canada, the U.S. and EU countries it was found that the results of national tests in Europe are not used as a tool for empowerment, involving sanctions or rewards and subsequently to influence the allocation of resources.