Reading Assessment: Time for a Change.

Abstract

Reading assessment has not kept pace with advances in reading theory, re search, or practice. On the one hand we argue vehemently for richer and more liberating instructional materials and practices-practices that help stu dents become sophisticated readers, readers who have a sense of ownership and awareness of their reading habits and strategies. On the other hand, we stand idly by and observe yet another round of standardized or end-of-unit basal tests. Even those of us who argue that the current tests do not measure what we

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