Results of a national survey of faculty usage of assessment tools are presented and framed within the concept of the technology adoption life cycle. Specifically, the use of classroom response systems as reported by survey participants suggests that the adoption of this technique in chemistry is still at the "early adopters" stage, or perhaps is just beginning to cross into the "early majority" category. This transition is viewed within this model as a chasm to be crossed, and data from this work suggest that transition is not yet fully achieved. (Contains 2 tables and 1 figure.)