As educators embrace a new view of the reading process and adjust their instruction accordingly, major shifts in reading assessment practices have become necessary. In this article, I briefly trace the history of the shift in reading evaluation, outline the new view of reading, and address current assessment trends, including prior knowledge, strategic reading, process measurements, use of authentic texts, and habits and attitudes. The nature of each trend is described, its measurement problems identified, relevant techniques and instruments presented, and its limitations cited. In addition, overall diagnostic paradigms such as informal, dynamic, and portfolio assessments are discussed.