The commentary and overview explored how curriculum and assessment reforms are being used by a small university and small country to improve the quality of education and gain international recognition. Although the reforms are potentially beneficial to the students, university, and country, there are dilemmatic factors that may either enhance or harm the quality of the assessments. Eight problems discussed in this review report are: standards in educational testing and rights of test takers; norm-and-criterion referenced tests; relationship between formative and summative evaluations; moderation of marks for borderline students; use of optional questions in examinations; types and quality of the assessments; use of raw and standard scores in selection; and role of external assessors. Strategies to use these effectively are suggested. Lessons drawn from these initiatives might be of concern and interest to other small universities and countries. Further reviews of educational quality addressing other setbacks are encouraged and invited.