This issue contains five articles about assessment in adult literacy programs. The first article, "Living Literacy: Rethinking Adult Learner Assessment" (Susan L. Lytle), focuses on developing alternative forms of assessment such as literacy portfolios to identify changes in four dimensions of adult literacy over the course of literacy programs: learners' beliefs, practices, processes/products, and goals/plans. In "CALPEP: The California Adult Learner Progress Evaluation Process" (Al Bennett), the objectives, key components, and use of CALPEP are outlined and a sample page is presented. Project REACH, a basic skills enhancement program for New York state employees, is profiled in "Assessing Workplace Literacy: Asking New Questions" (Carol D. Young). Discussed in the article "An Assessment Overview" (Kate Toms) are the problems involved in gaining acceptance of alternative assessment practices such as portfolio assessment and the comparative validity of alternative and standardized assessment. The benefits and potential drawbacks of using portfolio assessment in adult literacy programs are considered in "Portfolio Assessment" (Barbara Van Horn). Also included is a brief description of available portfolio assessment software. (MN)