The issue of connecting research evidence with practice referred to as evidence-informed practice (EIP) has received considerable critical attention in the field of education. However, assessment literature has failed to fully acknowledge the significance of this issue. This conceptual paper concentrates on the process of informing classroom assessment practices by policy-makers, researchers, and teachers. It draws on the important literature on EIP in education and its scarce literature in assessment to highlight a possible productive relationship between assessment research and practice. The paper aims to propose a set of principles as to address the tension between AfL research and practice by defining the roles of each party in the process based on cultural and contextual issues. Accordingly, a cyclical process of collaborative research conduction is proposed. This process provides policy-makers, researchers and practitioners with important implications for practicing AfL research evidence.