Chapter 20: Reading Assessment. Reading assessments are used for many purposes, but all appropriate uses of assessment begin from an understanding of the reading construct, an awareness of the development of reading abilities, and an effort to represent the construct in assessment tasks. This chapter first presents a straightforward framework that categorizes the many uses and purposes for assessment. The chapter then outlines and describes a number of major options, though not a comprehensive set, under each category in the assessment framework. These assessment options are equally applicable in both L1 and L2 contexts, though important L2 tests and assessment practices are noted where relevant. The third section considers a number of reading-assessment innovations and challenges. The fourth section addresses two further important issues for reading assessment: Consequences of reading assessment and teacher training for reading assessment. The chapter closes with implications for teachers and for instruction.

This case study focuses on the design of an assessment framework for a task-based language syllabus for first and second language speakers in Flemish primary education. It describes the choices that the syllabus designers made with respect to task specifications, assessment criteria and teacher support. The case study shows how classroom-based task-based language assessment (TBLA) can provide teachers with rich, useful information about students’ progress in performing target tasks, and help them provide quality feedback to scaffold and advance students’ learning. Crucially, it illustrates how an integral TBLT-TBLA approach can integrate teaching, learning and assessment in a meaningful way.