2. Formal assessments: have stringent guidelines for administering the test and evaluating the results. They provide information about the skills of the learner as compared to a group of similar learners.
   • Norm referenced tests: "compares a learner's results against a group of similar learners. It provides direction for further assessment. Often when working with adults, it is difficult to find tests that have been standardized on the adult population."⁹ Most norm referenced tests are multiple-choice tests. Some also include open-ended, short-answer questions (i.e. CAAT, "IQ," "cognitive ability," "school readiness," and developmental screening tests).
   • Criterion referenced tests (CRT): "the results are measured against a standard set of criteria. It indic ates what a learner can or cannot do, and the degree to which a skill or material has been mastered."¹⁰ On a standardized CRT, the passing or cut-off score is usually set by a committee of experts, while in a classroom the instructor may set the passing score (i.e. school programs use this to measure a student's knowledge and skills against the core curriculum criteria). In both cases, deciding the passing score is subjective, not objective. Note that some criterion referenced test may have been normed as well.

Given that most programs are unable to afford formal testing conducted by trained professionals, the information gathered by practitioners is very valuable in understanding learners' strategies, their ways of learning and their strengths and limitations. Regardless of the tools used, the process should be goal-driven. Areas to assess and understand in more depth should be related to an end goal. If a learner's goal is to read to his/her grandchild, there is no need to assess math skills. Or if a learner wants to prepare to enter a cook apprenticeship program, then only the specific skills required for successful entry to the program should be addressed. Assessment results are used to make decisions regarding learners' needs and the development of individualized plans to help meet their goals successfully. Through this process, new information is shared with learners to assist in making meaningful choices to promote opportunities for success.¹¹ The assessment procedure used should address the presenting problems. It needs to be comprehensive and involve input from a number of sources.