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)

Presents information about the kind of competency testing being done, how educators view the testing movement, and how it is affecting teacher preparation programs. (SRT)

Explores the problems faced in the testing of reading. Discusses research that assists administrators and instructors in choosing various standardized tests, and describes existing alternatives to traditional forms of testing. (RS)