Clearly, learning needs change, depending on years of experience. Interestingly, those with the most experience (more than 20 years) ranked choosing and interpreting an assessment tool as their top two choices.

Figure 8. Years of Experience and Topics of Interest*

Years of Experience
Topics 0-2
N=42		 3-4
N=50		 5-6
N=49		 7-8
N=28		 9-10
N=40		 11-15
N=72		 16-20
N=52		 20+
N=41
N % N % N % N % N % N % N % N %
Choosing an assessment 36 78 31 62 32 65 13 46 23 58 36 50 26 50 22 54
Administering and assessment 28 61 24 48 27 55 9 32 20 50 25 35 17 33 16 39
Interpreting an assessment 34 74 32 64 62 65 11 39 25 62 35 49 25 48 24 59
Developing an assessment 28 61 25 50 29 59 9 32 25 62 36 50 21 40 19 46
Planning for instruction 32 70 29 58 31 63 13 46 29 73 37 51 29 56 21 51

*A total of 16 individuals skipped this question.

A total of 79 respondents took the opportunity to write about what they would like to learn about assessment. Their comments were sorted according to years of experience. Gaining knowledge about the range of existing assessment tools emerged as the strongest theme among all the respondents, regardless of their years of experience. One respondent with over 20 years of experience stated that "it would be wonderful if there was one resource booklet or such that would list an extensive range of assessment tools for various purposes." This comment was echoed by another respondent with over 16 years of experience. She wanted "an updated overview of the variety of assessment tools available, how they are different, how they are interpreted and used to plan and instruct." The need to know about the range of available assessment tools was a recurring theme throughout the survey. The respondents with nine or more years of experience were particularly interested in tools that could be used with specific populations, such as tools to assess students with very low literacy skills and tools for adults with intellectual disabilities.