Discusses issues in reading assessment, including the concern that tests can not measure the reading process. Concludes that tests will never be more than useful indicators; calls for more research and examination of existing and new types of reading comprehension tests. (MM)

Three major points covered by this report are (1) What are the demands for reading assessment and how have the demands increased?; (2) How adequately do present standardized reading tests meet these demands?; and (3) What possible approaches exist for developing assessment procedures which meet these demands? An extreme interest in finding out how…

This two-part guide was designed to serve as a comprehensive source of information on published reading tests. Part I provides the following descriptive information about each test: (1) the name as listed on the front cover of the test booklet, (2) the publisher's suggested grade or age level for test use, (3) the type of test-individual or group,…

This discussion of assessing students' reading abilities focuses on the need for developing better tests and better interpretation of test scores. Criterion-referenced tests versus norm-referenced tests are described, highlighting the Degrees of Reading Power and Metropolitan Achievement Tests: Reading, and the need for assessing the reading…

A study of 26 college seniors used introspective and retrospective interviewing to assess cognitive processes used during multiple-choice reading comprehension tests. Categories of processing identified included an overall approach to the test task, reading strategies, and test-taking strategies. (TJH)