A cluster analysis was conducted with a set of survey data on chemistry faculty familiarity with 13 assessment terms. Cluster groupings suggest a high, middle, and low overall familiarity with the terminology and an independent high and low familiarity with terms related to fundamental statistics. The six resultant clusters were found to be associated with key demographic variables such as institution type, chemistry subdiscipline, and years of teaching experience. Implications of this work include informing the creation of targeted professional development opportunities for faculty based on representative familiarity levels, leveraging both high and low familiarity with the 13 assessment terms.