ABSTRACT
This chapter reviews fundamental constructs in educational measurement as they pertain to the day-to-day processes of gauging reading skills and progress using formal and informal methods. It introduces a framework for designing classroom assessments, and highlights key variables to consider in devising meaningful, practical instruments for measuring reading development and literate knowledge. The chapter outlines procedures for devising an assessment plan. It highlights classroom second language literacy assessment, in contrast to the mechanics of constructing and validating high-stakes, standardized reading assessments. The chapter focuses on the expertise of language testing specialists and psychometricians: Testing theory and research provide key tools for understanding the complexity of measuring student performance. Teaching and practice tasks may not always aim directly to elicit a measurable performance, but a good portion of instructional time entails assessment-like activities, such as responding to multiple-choice vocabulary items.
