This research aimed at investigating types and strategies of reading assessment used by English vocational teachers in Banyumas as the main objectives of this research and determining the dominant type and strategy of reading assessment among English vocational teachers and the effect to the student in Banyumas. Thirty-five English Vocational High school teachers were selected as respondents of this research. This research belongs to mixed method, and there were two kinds of data, namely quantitative and qualitative data. Quantitative data was taken from the questionnaire as the main data source and qualitative data were taken from the interview and document. The data collection technique in this study was a questionnaire, the interviews used were open ended questions and documents. the results of the questionnaire were analyzed by making a score and making a percentage. The results of interviews and documents were analyzed by data reduction and data display. The results show that all English teachers use all types of reading assessments with a high average frequency. The types and strategies of reading assessment that are dominantly used by English Vocational High School teachers are perceptive reading 81.57% in the very high category and the strategy using open-ended questions with a percentage of 85.1% in the very high category. The results of the interview also show that the type most used by English teachers is perceptive reading and the dominant strategy used is open-ended questions.