Being able to measure the level of proficiency in literacy and numeracy skills, and any changes in the level of skills, is important for getting a sense of how well language, literacy and numeracy programs are working. Among the tools used to measure language, literacy and numeracy proficiency in Australia are the Adult Literacy and Life Skills (ALLS) survey and the Australian Core Skills Framework (ACSF). The Adult Literacy and Life Skills survey measures the skills of adult populations within and across a number of participating Organisation for Economic Co-operation and Development (OECD) countries. It is used by the Australian Government to monitor progress against the National Skills and Workforce Development Agreement. Furthermore, the next iteration of this survey will be used to measure the success of the 2012-22 National Foundation Skills Strategy for Adults. However, the survey has two drawbacks: it is a relatively coarse measure and is designed to provide a summary of literacy and numeracy rather than to act as an assessment tool; and it is only administered every ten years. Contrasting with the Adult Literacy and Life Skills survey, the Australian Core Skills Framework--used in two key federal government adult language, literacy and numeracy programs, as well as in a variety of other settings, including the South Australian Certificate of Education--can be applied at the individual level and provides evidence of progress, such that a learner's performance in a core skill can be assessed, and strengths and weaknesses identified. Further, data about a learner's performance can be gathered at frequent intervals. Both these frameworks have five performance levels and it is sometimes assumed that these levels are equivalent. But are they? This paper presents findings from a study that looked at the issue of the equivalence of the frameworks. Appended are: (1) State/territory of respondents; (2) Description of respondents' workplaces; (3) Number of respondents by workplace subcategory; (4) Years of experience delivering adult language, literacy or numeracy training; and (5) Complexity of estimate outliers. (Contains 3 figures, 3 tables, and 18 footnotes.)