Assessing the Literacy of Adults who are Visually Impaired: Conceptual and Measurement Issues

Abstract

This article reviews the research related to the definition of literacy and the comparability of various reading media and their implications for the vocational assessment of the literacy skills of visually impaired adults. It suggests that the characteristics of literacy, together with the media and working methods used in criterion situations, are represented in assessment tasks. It also recommends the review of the content validity of literacy tests to ensure that they reflect the literacy demands of adults who are visually impaired.