The four participants in this "conversation" make the case for better theory to support contemporary practice in assessment. The participants tell individual stories about problems in assessment and then explore the nature of measurement. As a whole, the conversation embodies reflection as a central value of assessment. The assessment movement used to focus on an intellectual and functional coherence among educational goals, curricula, and outcomes, but this conversation shows that it is now important to explore the need for coherence between assessment theory and practice. (SLD)