This booklet is designed to provide guidelines for testing in reading and suggestions for using the test results in ways which will most benefit the student. Ten canons are presented which are intended to serve as guidelines for program-related assessment within a framework of instructional decision making. They are concerned primarily with the amount and types of assessment which individuals should receive within the bounds of reading instruction, but they also address themselves to some of the problems related to program assessment and to the distribution and protection of assessment results. Some of the canons are: "The function of assessment in reading is to aid in instructional decision making.""The value of an assessment is measured in terms of its unique contribution to a decision.""The content of assessment should be compatible with the content of instruction.""The exactness of assessment should be determined by adaptability of instruction.""The amount of assessment an individual receives within a program should be proportional to his needs within that program.""Program related assessment should provide continual information for making program improvements.""Assessments related to program outcomes should be based upon realistic expectancies." (WR)