A review of workplace literacy tests and testing found that the definitions of literacy and, in particular, workplace literacy have changed and are continuing to change. There is no single, widely accepted definition. Descriptions of workplace literacy demands in terms of reading grade levels are inappropriate. Most tests currently in use are inappropriate for the work environment because they: (1) do not contain job-related vocabulary or tasks; (2) are not indicative of the actual demands placed on workers; (3) are of the paper-and-pencil type rather than performance-based; (4) do not contain an oral component; and (5) do not require the examinee to interpret and analyze. An appropriate workplace test should simulate job tasks. A needs analysis of the literacy requirements for each job or job cluster should be undertaken before a workplace literacy test is designed. New technology should be incorporated into any workplace test. Computers and interactive videodiscs permit more flexibility, greater tracking, and better curriculum planning than does any standardized test. Interactive videodiscs allow a wide variety of question types that more closely simulate the workplace. To be more valid, workplace tests should have the following sections: (1) one part, for all occupations, that should address general concerns such as reading indexes, filling out forms, and writing business correspondence; and (2) another part that varies according to occupational cluster and focuses on particular skills required for its cluster. (Includes 31 references and descriptions of 13 tests, providing title, publisher, purpose, audience, type, design, skills assessed, approach/item type, norms, and review comments.) (CML)