In Italian secondary schools, it is not literature that is studied but the history of literature; it is not philosophy that is studied but the history of philosophy. Similarly, in higher education, history students even have to take an exam in the history of historiography. This is to say that in Italy, history plays a key cultural role. That is why the author read with particular interest the contribution by Chris Whetton, entitled "A brief history of a testing time: national curriculum assessment in England 1989-2008" (2009, in this issue), which stimulates different comparative considerations between Italy and Great Britain. In this article, the author compares the following: (1) the Italian school system and teachers' education; (2) assessment priorities; and (3) national assessment policies and international surveys. (Contains 3 notes.)