This study aims at addressing the issues related to reliability and validity of adoption of concept maps to assess L2 reading comprehension. To this end, this study was designed in two major phases. During the first phase, a test of reading in the form of select and fill-in concept map was designed, and its reliability (KR-21), content, concurrent (IELTS), and construct validity (using protocol analysis) were substantiated. During the second phase 300 participants were asked to take the newly-made test along with two other test formats (multiple choice and selective gapped summary) to determine which one is more correlated with testees ` L2 reading proficiency. The results demonstrated that concept map can be a reliable and valid tool of L2 reading assessment, making reconciliation between objective discrete-point tests and integrative ones by obviating the drawbacks associated with the either approach, while making use of their potential advantages.

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