Many adults in OECD countries have low language, literacy and numeracy (LLN) skills. The consequences of these low foundation skills span the economic, health and social well-being of individuals, families and communities. Investment in this sector of adult education is therefore crucial. This study looks specifically inside the programmes for adult LLN learners, with a focus on formative assessment. Drawing upon evidence gathered in country reports, exemplary case studies and international literature reviews, it examines the impact and implementation of different teaching, learning and assessment practices for adult LLN learners; the way innovative programmes address the very diverse needs and goals of this population; and the policies that support or hinder effective practice. This book provides a strong foundation for understanding the fundamental issues at stake in the adult LLN education, and can guide future policy, practice and research. A companion report which studies formative assessment in lower secondary schools was published in 2005 under the title "Formative Assessment: Improving Learning in Secondary Classrooms." Following an Executive Summary, eleven chapters are included in three sections. Section I, The Content and Conditions of Adult Foundation and Skill Learning, includes: (1) Inside the Black Box: Language, Literacy, and Numeracy Classrooms; (2) Who are the Learners? Date from International and National Surveys on Adult Foundation Skill Learners; (3) Aligning Policy and Practice; and (4) The Educational Workforce for Adult LLN Provision: Instructors, Support Staff, and Volunteers. Section II, The Steps of the Learning Process, includes: (5) The Case Studies--Innovations for LLN Adults; (6) First Steps: Diagnosing Learning Needs and Setting Goals; (7) Relationships within the Classroom: dialogue and Peer Assessment; (8) Techniques: Feedback, Questioning and Scaffolding; (9) Developing Learner Autonomy; and (10) Recognising Learner Progress. Section III, Conclusions, includes: (11) Supporting Effective Practice--Implications for Policy and Directions for Research. Four annexes are included: (1) International Surveys on LLN Learners; (2) Case Studies (Belgium (David J. Rosen and Inge De Meyer); Denmark (Danielle Colardyn and Kirsten Baltzer); England (John Cummings and John Vorhaus); France (Beoit Michel and Elie Maroun); Norway (Janet Looney, Anne Husby and Tove-Dina Roynestad); Scotland (Anne Sliwka and Lynn Tett); and United States (John Benseman and John Comings); (3) Reviews (The English Language Literature (Jay Derrick and Kathryn Ecclestone); The French Language Literature on Foundation Training at Work (Stephane Daniau and Paul Belanger); The German Language Literature (Anke Grotluschen and Franziska Bonna); and The Literature in Spain (Florentino Sanz); and (4) Overview of Policies and Programmes for Adult LLN Learners.