Currently available measures of functional literacy for adults are reviewed and evaluated. This report concentrates on tests that are referenced to literary skills important to an adequately functioning adult, such as life skills, coping skills, etc. Because functional literacy has frequently been defined in terms of a grade level equivalent or some other norm, adult reading tests referenced to a norm group are also included. A common set of 40 criteria categorized under four main headings are used: measurement validity, examinee appropriateness, technical excellence, and administrator usability. The report provides teachers and administrators in Right-to-Read and other adult education programs a reference for use in identifying and judging the value of tests available for assessing adult functional literacy. To increase its utility as a reference, summaries of a number of tests designed for adults are included. The report consists of six major parts: (1) Problems in Defining and Measuring Literacy; (2) Test Identification; (3) Evaluative Criteria; (4) Test Reviews; (5) Test Evaluations; and (6) Summary. Because many tests of functional literacy are newly developed or still being developed, there may be tests which should have been--but could not be--included in this report. No one set of criteria is appropriate for judging all tests. Thus, these test evaluations must be interpreted with respect to the intended use of each test. (Author/RC)