This guide discusses evaluation as an element of good literacy education and discusses the development of an evaluation plan for learner-centered adult literacy programs. The provision of good literacy practice is the goal of everyone involved in learner-centered, community-based adult literacy programs. Since the philosophy of learner-centered, community-based adult literacy programming accepts the belief that literacy is functional, it follows that the skills that have been learned and the conceptual understandings that have been developed need to be demonstrated in authentic situations. An effective evaluation plan for learner-centered adult literacy programs can be divided into three major parts: (1) the initial assessment of the learner through interviews and testing; (2) goal setting for the learner and program; and (3) on-going information gathering and recording. The use and scoring of portfolios is an aspect of the information gathering and recording process that is of particular interest. Six appendixes contain an interview guide for the initial assessment, sample materials and instruments for assessment, forms to facilitate goal setting, and samples of student portfolio and self-reflection sheets. (SLD)