Abstract
This study, through multilevel analyses of the data of four English-speaking nations (i.e., Canada, England, New Zealand and the United States) from the Progress in International Reading Literacy Study (PIRLS) 2001 database, investigated the relationship between teachers' uses of various types of classroom assessments and their fourth-graders' reading literacy achievement, reading self-concept, and attitudes toward reading. The results showed varied outcomes associated with teachers' uses of different types of assessments (multiple-choice items, short-answer and paragraph writing, and oral communication) across countries and across aspects of student reading achievement. Implication of the study and recommendations for future research are discussed.
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