Assessment is central for any educational system because it directs learning and may be used to indicate to students which aspects of their learning are valued and will be rewarded (Anderson, 2004). Considering the multiplicity of assessment methodologies available in the literature (Cardoso et al., 2003), for this particular research that involved only adult learners, we consider Erwin’s (1991) definition for assessment as “the systematic basis for making inferences about the learning and development of students. More specifically, assessment is the process of defining, selecting, designing, collecting, analyzing, interpreting, and using information to increase students' learning and development” (Erwin, 1991, p. 14).