ABSTRACT
This chapter starts by attempting to describe what real reading and real assessment are, then looks at some aspects of their implementation in schools, including recording and reporting; and discusses aspects of real assessment; and lastly, reviews issues particularly relating to reading assessment, including whether real reading assessment is compatible with drives towards national norms and standards. Throughout, there is a firm assumption that although reading is the focus of the chapter, writing, speaking and listening and drama are essential to the successful learning and practice of reading and integral to its assessment, providing additional learning experiences, evidence of understanding and opportunities for response. Models of reading assessment which disregard this can give us interesting and valuable evidence about a reader’s achievements but can never provide the whole picture of what a reader can do. The word ‘reading’ in this chapter is therefore always to be taken as including these other aspects of language.
