Teachers, administrators, volunteers, and students involved in Adult Basic Education/English-as-a-Second-Language (ABE/ESL) programs in Washington were interviewed regarding their perceptions of assessment and their assessment needs. The primary objective of the study was to gather information that could be used in developing an assessment model for ABE/ESL programs in the state. Eight administrators of various ABE/ESL programs were interviewed by telephone; a series of focus group discussions were held with 21 teachers and administrators and with 35 students from 2 community colleges (1 rural and 1 urban); and surveys were mailed to 40 ABE/ESL programs. Survey responses were received from 35 program administrators, 58 ABE teachers, 33 ESL teachers, 20 volunteers, 40 ABE students, and 25 ESL students. Data on current assessment practices (including intake and placement, classroom assessment, and end-of-term assessment), major assessment-related concerns and issues, ways of making assessment more useful, classroom assessment, utilization of assessment results, attitudes regarding the usefulness of assessment, and the role of assessment in program accountability and improvement were tabulated and discussed in detail by respondent category. (The interview guides and surveys for the various groups of respondents are appended.) (MN)