Assessing reading ability is regarded all over the English-speaking world as one of the most important ways of monitoring educational standards, and there is ongoing controversy as to the best way of assessing reading and when and how this should be done.
This book, along with its companion volume Assessing Reading 2: Changing Practice in Classrooms, was originally conceived as the major outcome from an international seminar on reading assessment held in England. It focuses particularly on theoretical and methodological issues, though with a clear series of links to practices in assessment, especially state and national approaches to classroom-based assessment in the USA, the UK and Australia, at both primary and secondary levels.
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