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Reading is both a psycholinguistic process in which readers process textual information and actively interact with the text, as well as a sociolinguistic process influenced by various factors (Weaver, 2009). For a long time, improving students’ reading ability has been the major concern of school Education. In recent years, the traditional concept of “reading ability” is gradually being replaced by “reading literacy”, which covers reading ability and reading character. PIRLS (Mullis, Martin, Kennedy, Trong, & Sainsbury, 2009) defines reading character as reading behavior and attitude, focusing on students’ reading quantity, frequency, attitudes, interests, motivation and self-Assessment, etc. It can be concluded that reading class should not only concentrate on students’ reading ability, but also cultivating positive reading experience and good reading habits. More importantly, all of these cannot be assessed through paper-and-pencil test only, which is a one-off event and unidimensional.

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With the development of reading teaching and formative Assessment, classroom assessment in reading class has attracted more and more attention. According to Boubris and Haddam (2020, p.20), “All reading assessment is normally carried out by inference” as the interactions between the reader and the written text are invisible and intangible. Compared to traditional assessment, alternative assessment such as portfolio, can give a comprehensive description of students’ reading development. Garcia and Pearson (1994) also believe that in terms of reading comprehension, classroom-based assessment can better measure complex reading tasks in a contextualized setting and provide ample information about reading strategies and skills developed by students. However, according to Zheng and Zhan (2009), there are still some problems concerning classroom assessment. Firstly, assessment tasks are missing in lesson design, but there are lots of random assessment tasks in actual teaching process, which leads to the inconsistency between teaching objectives and assessment content. Secondly, teachers focus on assessing students’ command of knowledge, but ignore their emotions, attitudes as well as values.

1.2 Significance and Purpose of the Research

This study is of great significance both theoretically and pedagogically concerning reading classroom assessment. In terms of theoretical significance, reading has always been an important skill in terms of students’ academic achievement and communicative ability in daily life. Reading scores have always taken a large percentage in high-stake tests. For such an important language skill, the corresponding assessment method is simple, unidimensional and monotonous. How to integrate classroom assessment with daily instruction and learning, and draw a full picture of students’ reading ability has been a tough issue of considerable debate. In recent years, many researchers abroad have studied the issue and achieved great results. However, the current research at home about reading classroom assessment under the concept of instruction-learning-assessment alignment has been rare, esp本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。