Several issues should be considered in selecting assessment instruments and procedures for use in adult literacy programs. Teachers must consider the purpose of the assessment; the appropriateness of the assessment instrument for adults; the reliability, validity, and practicality of the instrument; whether the assessment is culturally sensitive; and whether the assessment instrument is congruent with the instruction given. An effective assessment model for adults consists of several different types of assessment, giving the instructor a multiple view of the adult's literacy achievement and instructional needs. A selection of the following types of assessment can be used with adults: standardized, norm-referenced tests; other reading tests; locally developed measures; workplace and other functional literacy assessment; job or life simulation; work samples; observation of students; informal reading inventories; and follow-up of students. An assessment model for adult populations needs to include multiple sources of data, using instruments and procedures that are appropriate for adults and that adhere to the principles of assessment. Assessment is used for planning instruction and can help the student see progress and be motivated to remain in the program. (KC)