This paper discusses the limitations of the current practices of English reading assessment in the Korean educational context based on the concept of 'cognitive validity.' It then introduces the Evidence-centered Design (ECD) model as a framework that can guide English teachers and test developers in developing a reading assessment. The paper illustrates how the framework can be applied to the assessment formats and practices widely used in Korean middle and high schools. The ECD framework can help English teachers reconsider reading assessment practices commonly implemented in Korea. The framework contributes to enabling them to focus on the three critical, interrelated questions: what ability to measure with what task(s), how to score students' responses, and how to interpret the test results. Teachers' conscious application of the ECD framework would lead to a more valid and theoretically more sound reading assessment. Such an assessment is expected to align better with teaching and eventually bring a positive washback in English language learning.

1. 서론
2. 선행 연구
    2.1. 읽기 평가에서 제시되는 읽기 지문
    2.2. 인지타당도(cognitive validity)
3. 증거기반평가모델과 읽기 평가
    3.1. 증거기반평가모델
    3.2. 증거기반평가모델의 적용: 읽기 평가
4. 결론 및 교육적 함의
REFERENCES

• 소영순(Professor, Department of English Language Education, Seoul National University) | Youngsoon So Corresponding Author