Reviews research that presents the criteria by which adult literacy program effectiveness can be assessed. (MG)

Maintains that assessment in workplace literacy programs must meet the unique needs of learners, unions, management, and literacy providers. Identifies those needs and suggests ways of addressing them. (SR)

Notes that while a number of viewpoints about adult literacy assessment exist, no one perspective dominates the field. Argues that both standardized tests and competency-based assessment poorly serve the adult learner. Argues that assessment of the adult learner can be conducted on an informal, nonthreatening basis. (RS)