This paper presents two examples of how methodological research in testing and evaluation simultaneously served the needs of both researchers and practitioners. The first example focuses on Center for the Study of Evaluation (CSE) research in writing assessment. This research investigated issues in domain definition, cognitive processing requirements, rater and scale stability, and response mode. The analytic scales resulting from this research were implemented, with CSE assistance, in district and state assessment programs. These implementations provided data to further the research. The second example focuses on theoretical research in integrating testing and instruction. A school district's desire to raise students' test scores provided the opportunity to reality test some of the research ideas. The result was higher test scores for the district's schools, and important data for the researchers. (Author)