This paper commends qualitative assessment as a significant alternative to standardized testing to determine language proficiency, placement, and instruction for ethnic first and second language adult learners in postsecondary education. Standardized tests and traditional language curriculum and methodology are rigid in instructional scope and sequence, measuring individual learning against a group of first language learners of a particular culture. However, qualitative assessment recognizes that oral and written language learning are impelled by social, cultural, linguistic, and psychological needs and choices prevalent in particular, but diverse language communities. Inquiries into bilingual development that examine family settings, employment, consumer practices and community residence augment the instructor's perceptions of realistic kinds of literacy learning and usage for ethnic minority adult students. Under the influence of qualitative assessment, individual learning is measured against the performance of group tendencies marked by similar backgrounds and classroom experiences rather than against an idealized and unrelated cultural group. Qualitative assessment places a new emphasis on learner attitudes and expectations ignored by standardized tests. (CS)