In September 2001, 37 educational researchers, assessment specialists, and practitioners from around the world gathered in England for a 3-day conference on assessment focusing on assessments developed and used by teachers day-to-day in the classroom. The meeting was structured to permit the development of ideas and strategies for bringing assessment for learning to the fore. Participants were assigned to focus groups on research, professional development, and policy, and given questions to guide their discussions. The focus group on research reviewed findings on student learning and teaching, and identified as priorities the understanding of students' and teachers' perceptions, the need for change in assessment, the necessity of anchoring assessment in learning theory, and links to school subjects. The focus group on professional development recognized two main implications for the profession as a whole: the need to ensure that all teachers are competent in assessment for learning and the need for opportunities and support for professional development in assessment for learning. The focus group for policy identifies several specific tactics that provide a road map for influencing policymakers at all levels to reflect on their assessment policies. Each participant also prepared reflections on the conference as a whole. (SLD)