A research project was conducted in Washington State in 1992 to develop an assessment system that could be used by adult basic education (ABE) and English-as-a-Second-Language (ESL) programs to satisfy accountability requirements and to provide assessment information useful for classroom instruction. In this preliminary work, 35 ABE/ESL programs administered by community and technical colleges, community-based organizations, and correctional facilities participated. Eight individuals, generally program administrators, participated in key player interviews. Focus group discussions were attended by 9 teachers, 11 administrators, and 35 students. Questionnaires were completed by 35 administrators, 58 ABE teachers, 35 ESL teachers, 20 volunteers, 40 ABE students, and 25 ESL students. The following three assessment models were identified for making assessment useful for instructional purposes: (1) writing assessment; (2) portfolio assessment; and (3) classroom assessment. Implementation of these three models is likely to enhance the efficiency of ABE/ESL instruction while addressing accountability. (SLD)