Sixty-three commercially-available instruments for measuring the outcomes of adult literacy programs are reviewed. Tests of basic reading, writing, and mathematics skills; oral English proficiency of English as a second language students; affective outcomes; and critical thinking are included. The instruments include paper-and-pencil tests, structured interviews, and self-report forms. Practical considerations are cited, and strengths and weaknesses are highlighted. Each review includes: the acronym for the instrument's title, authors and dates of publication, purpose, description of the exercises and scores, procedures for administration, information about alternate test forms, reliability data, validity data, procedures for scoring and interpretation, general comments, restrictions on availability, prices, and source of the instrument. The reviews can be used: to find instruments appropriate for a given evaluation; to find background information on an instrument that is cited in a report or mentioned by a colleague; to defend against the imposition of ill-suited instruments by government authorities and funding agencies; and as a source of ideas on content, types of exercises, requirements for credible measurement, and pitfalls to be avoided when developing one's own instruments. A list of 56 tests that are relevant but were not reviewed is provided. (RLC)