This paper analyzes different approaches to assess learner achievement in the spelling curriculum. The following topics are discussed: assessment of spelling and the basal textbook, using spelling words for mastery based on research, individualized spelling, use of spelling words in context, standardized spelling tests, and the functional approach of teaching spelling as needed. The paper considers special spelling programs in software packages, such as drill and practice programs, tutorial programs, and gaming. The paper points out that a quality spelling program stresses worthwhile objectives for students to attain and that learning opportunities need to provide for individual differences and assist learners to achieve vital objectives in spelling. (NKA)