Tests measuring academic language are traditionally associated with visible, high-stakes decisions of whether or not English language learners are admitted to post-secondary institutions. However, a new form of assessment in higher education is now gaining prominence. Post-entry (or post-enrolment) language assessments (PELA) determine the academic language learning needs of students once they are accepted into a post-secondary institution (Dunworth, 2009; Murray, 2010; Read, 2013). Rather than simply making a summative, evaluative judgment about student ability upon admission, post-entry assessments are designed to specify the level and type of language support required. This use of results is in line with formative and "assessment for learning" approaches for the use of assessment data (Black & William, 1998; Hill & McNamara, 2012; Rea-Dickins, 2008). This review of the Diagnostic English Language Needs Assessment (DELNA) program reflects increased interest in assessments focused on supporting student learning. In this review, I refer to the DELNA program as it is implemented within the University of Auckland, New Zealand.