Conclusion The members of the Assessment Study Group represent the wide range of program types, settings, and adult learners that comprise Adult Education in Virginia. Their stories reflect a high level of commitment to their students and to their own professional development. All of the researchers expressed an interest in continuous improvement. I learned a lot looking at my own assessment practices, and writing the report was a great learning experience, as well as a frustrating time. I am much more aware of my own methods of assessment and have tried to be more thorough in explaining and using assessments for planning lessons and group work. I also learned and felt more confident about the importance and value of informal assessment. The most important idea I heard discussed is that Richmond [Department of Adult Education] is willing to revamp forms in order to show varied assessments of the adult learner. It is an important concept that we humans develop, learn, and know more than what is revealed in a reading and math level. Knowing that educational research often results in new administrative or instructional materials and techniques, the Virginia Assessment Study Group carried out its work with the hope that others would consider the final report and its implications for improving Virginia's Adult Education programs.