Many respondents expressed a desire to administer comprehensive, in-depth intake assessments with individuals, rather than conducting group assessments. They wanted to analyze and interpret the assessment protocols in order to make informed decisions about instruction and design learning plans tailored to the individual's needs. Further, they wanted time to discuss the assessment results with the students, and provide an opportunity for students to ask questions. The data indicated that time was the primary barrier preventing people from conducting comprehensive assessments and providing feedback to the student.
Assessment can strike fear into the hearts of students because tests symbolize their negative experience in the K-to-12 school system. Yet intake assessment continues to be the first step in the registration process for many upgrading programs. Several survey respondents did not want the initial contact to include assessment because it can discourage prospective learners, and it "puts up barriers and resistance." One woman, who worked in a community-based program, wrote "I would allow a longer 'get to know you' time-frame before the assessment testing is completed." Another respondent who worked in the correctional system wanted "a process where the inmate would be stabilized before being assessed." The practical considerations of postponing assessment, however, are particularly difficult in colleges dealing with large intakes of students; in these situations, determining placement in an adult basic education class is a priority in the registration process.
One respondent described a successful change to her college's intake assessment process. A full description follows, in the hope that others can benefit from this idea.