The testing of reading comprehension seems deceptively simple when compared to the testing of other abilities. The basic problem is that the language tester is expected to set tasks that will not only lead the candidate to use reading skills but will also result in behavior that provides clear evidence of the successful use of those skills. This paper aims to evaluate the IELTS Academic Reading Module Test in detail, examining its validity and reliability and discussing how far its format, operations, conditions, and techniques meet its purpose. The paper focuses mainly on the test scoring rules, which appear to be strict in terms of spelling, grammar, and the number of words required for written responses. It concludes with some recommendations on ways in which the validity and reliability of IELTS reading scoring rules could be improved.