From 1989 to 2012, nation-wide standardized testing in education took place in France in primary and early secondary schools. In overseas regions, such as Reunion Island, national testing needs to be assessed in relation to specific issues including the degree of local implementation of the education system and the historical, cultural and socio-economic contexts. As the national testing has been suspended, the question of its local relevance is raised while the level of school achievement remains low. This paper will discuss underlying theoretical issues of national testing and educational arguments raised by reflexive contributions of some local teachers in Reunion Island.