This report provides information on design and evaluation of workplace literacy programs (WLPs) to improve work force readiness and an overview of concepts about the nature, uses, and abuses of standardized tests in program evaluation and accountability. Chapter 1 takes a sociohistorical and sociopolitical perspective in discussing the knowledge and skills used by educational providers with differing philosophical views about what the goals of WLPs are and what kinds of WLPs should be developed to achieve them. Chapter 2 answers these four questions on WLP evaluation: By what criteria should a company judge its program's value? How should the government evaluate programs it funds? Are current government requirements for evaluation realistic and useful for companies receiving government funds? and On what basis should companies decide whether to fund WLPs? Chapter 3 illustrates how the Developing Organizational Effectiveness Through Employee Development approach to WLP evaluation outlined in Chapter 2 was used to evaluate national WLPs in the Chicago area. Chapter 4 addresses federal interests in standardized testing in adult education, the nature and uses of standardized tests, and special topics in their use. Chapter 5 illustrates the problem of determining how good is good enough in relation to workplace literacy in the context of the 1993 National Adult Literacy Survey. Reviews of eight tests used in adult basic education and English as a second language are appended. (YLB)