The emergence of test-based accountability as a dominant form of monitoring and control of educational services in the Global North is not an isolated phenomenon but the result of a series of broader policy trends. Market-oriented reforms have become ubiquitous in advanced economies, with emphasis on privatisation, deregulation, and quasi-markets as concrete manifestations of free-market theory (Peck, 2010, p. 7). Educational reforms based on standards and testing have become an essential part of this process of regulatory restructuring, based on the premise that setting high standards and establishing measurable goals could improve individual outcomes in education. In order to account for different manifestations of metrics-driven forms of monitoring and control, this chapter interrogates the continuity and expansion of test-based accountability as a technology of government in three geographically and culturally diverse settings: England, China, and Australia. The policy initiatives under analysis by no means represent the extent of policy changes in each of these contexts but are used to explore the adaptability of the free-market project and consider the cumulative effects of a process of multiple adaptations on the subjects of policy (McGimpsey et al., 2017).