This paper seeks to develop a framework to study the successful implementation of educational policies and their expected outcomes on classroom assessment. Research in the field has contributed to identify several new issues and to raise important questions on how to link policies and classroom assessment practices. More precisely, this paper will try to identify the principles at play for an adequate transition from policies to classroom assessment practices and the best methods to achieve that. The paper concludes that theoretical and professional knowledge mobilization is at the basis of an appropriate junction of policies and practices. It questions the efficiency of hierarchical models of transmission between policies and practice. It also hypothesizes that it might be more advantageous to study how policies and classroom practice may work together and construct each other within a paradigm of balanced assessment and reform professionalization of educational systems.