The purpose of this study was to investigate formative postgraduate assessment from an international perspective while acknowledging the two countries' differing cultures and environments. Using a case study approach, data were collected from research supervisors of postgraduate work at a university in the United States (USA) and a university in South Africa (SA). While many similarities were noted, differences also emerged. The most striking contrasts were: the apparent focus of USA supervisors in the institution studied on developing critical thinkers and the apparent focus of SA supervisors in the institution studied on production of the final product and paying attention to students' culturally based values and beliefs. While not minimising the diverse policies and practices between these institutions, and their effects on doctoral supervision, we suggest that these differences may have their origins in the contrasting academic history and culture of the two countries.