In the field of educational assessment, many changes are going on that are designed to make measurement or assessment meaningful to both teachers and learners. Conditions that support assessment development and research are identified. The need for developing assessments for teachers and learners is being supported by research on unintended effects of testing programs, changing theoretical underpinnings of assessment, and the independence of test development from educational practice. An example of assessment development for teachers and learners is the Mathematics Assessment Questionnaire (MAQ), a survey of thoughts and feelings in the mathematics classroom for grades 7 through 9. The questionnaire provides insight into the meanings that students construct from assessment. Technology can help the teacher construct meaning from the assessment, as the research of the author and colleagues into the use of the MAQ illustrates. Conditions that support assessment development and research in New York communities include: (1) new organizational arrangements to foster the integration of theory and practice; (2) studies that make explicit use of theories of teaching and learning; and (3) development of procedures to extend and adapt existing assessment development procedures. Eight tables summarize points in the discussion. (SLD)