English Language Assessment Instruments
for Adults Learning English
This section provides names, descriptions, and availability information for English language
proficiency tests that are designed for adults, including native speakers of Spanish, who are
learning English as a second language. The section includes only tests that are currently in
use in programs in the United States. Tests that have fallen out of common use and that are
used at the university level are not listed.
The information is divided into two sections. In the first section, Figure IV-1 lists tests that
assess oral English proficiency. Figure IV-2 in the second section lists those used to assess
reading, writing, and grammar skills.
If a program receives federal funding, a standardized assessment procedure (a test or
performance assessment) must be used to measure level gains, but the choice of assessment
tool is left up to each state. Adult education and family literacy programs must follow the
assessment procedures in place in their states. Some states have chosen one standardized
test, but several states allow choices from among a list of approved tests. Most states
currently use BEST Oral Interview, BEST Literacy, BEST Plus, or CASAS. These tests are
listed first in each section.
If test scores are aligned with student performance levels (SPLs) or the U.S. Department of
Education's National Reporting System (NRS) ESL functioning levels, that information is
provided. Charts with the Student Performance Level (SPL) descriptors for English
listening comprehension and oral communication and with the NRS ESL functioning level
descriptors begin here. (See
Assessing Adult English Language Learners for discussion of the assessment requirements of the National Reporting System.
See http://www.nrsweb.org for a description of the purposes and structure of the NRS and
the ESL functioning level descriptors.)
If the test is performance-based, that information is provided as well. The following
definitions are used to describe performance-based assessments:
"....language performance in terms of the ability to use the language
effectively and appropriately in real- life situations" (Buck, Byrnes, &
Thompson, 1989).- Language is used in social interactions to accomplish purposeful tasks (e.g.,
interacting with another individual in a conversation, writing a text, finding
information in a chart or a schedule). Performance is assessed by
documenting the successful completion of the task or by using a rubric to
assess various dimensions of carrying out the task (e.g., listening
comprehension and language complexity in responses to questions in an oral
interview) (Alamprese & Kay, 1993; Van Duzer and Berdán, 1999).
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