Authentic reading assessment is examined, focusing on its implementation within the Michigan Essential Skills Reading Test (MESRT). Authentic reading assessment emerged as a response to research that indicates that reading is not a particular skill but an interaction among reader, text, and the context of the reading situation. Unlike formal assessments of reading, the MESRT uses intact, full-length stories and subject-area reading selections taken from real life materials, such as children's magazines, literature anthologies, and textbooks for different grade levels. The reading selections are then the driving force for developing test items. The MESRT uses the following three types of constructing-meaning items: (1) intersentence items, in which the answer to the test item can be found in two to three contiguous sentences within the reading selection; (2) test items, in which one or more paragraphs of the reading selection must be read to construct meaning; and (3) "beyond test" items, in which the reader not only constructs meaning from the text but also must bring in some of his or her own prior knowledge to answer the test item. In addition to the constructing-meaning items, the MESRT includes self-report items that assess student knowledge about illustrations or organization of specific texts as well as items that assess students' interest in and feelings about specific reading selections. To date, the reactions of parents and teachers have been positive. The positive impact of continuing research on reading and reading assessment is reflected in the 1992 National Assessment of Educational Progress reading framework as well as in other efforts. A six-item list of additional reading materials is included. (TJH)