This research is an inquiry into reflections on the experiences of practitioners involved in adult literacy assessment. It began with reviewing existing Irish policy on assessment and extended for comparative purposes towards international policy. It queries the current quantitative method of collecting data on literacy skills attainment and asks if the data collected reflects an accurate picture of learning observed in literacy services. Through reflections, it emerged that practitioners were not resisting a move towards measurement, but argued that a discourse was needed on what exactly should be measured for reporting purposes. The findings point towards the broader social justice elements of literacy education and personal development of the learner. A theme of care for the learner also emerged, and ultimately the state's lack of understanding of 'learning care', and the impact this care has on literacy education practice. This is a thesis where care and measurement converged. Arguing for reflective practice when policy making, it asks those in powerful policy making positions to take account of international experiences of literacy measurement and look towards creating a new model of assessment integrating human dimensions, based on the initial parameters set by the learner. It was agreed that initial and formative assessment are relevant and useful for lesson planning, but a discursive, purposeful approach to summative assessment should be undertaken to ensure that what is observed by the practitioner, and reported by the learner, as achievement is recorded.