ABSTRACT
This contribution examines the ways in which one group of academic researchers, the Assessment Reform Group,1 has since 1989 engaged in activities at the interface between research production and research use. A number of dimensions of the relationship between academic research and education policy are identified as a basis for reflecting on the Assessment Reform Group’s experience of activities at the research/ policy interface. The conclusions focus on the nature of that interface, the roles that researchers can have there and the implications of such activities for the criteria and procedures used to judge research quality.
