This article attempts to show the interplay among the scholarly and practical perspectives of assessment and to mark major changes in the way it has been viewed, used, and interpreted by its various constituencies. Genius seems to have inspired the original focus of Theory Into Practice (TIP), positioned on the edge of research scholarship and usable, practical knowledge (Baker, 2009; Hargreaves, 2004). The nature of transition from theory to practice is of particular interest when considering assessment. To that end, the article begins by addressing the relationship of research to development and practice in general, with evident implications for assessment.