Guided by the concept of “assessment for learning,” the role of feedback and educational measurement in teaching is evolving from merely evaluating outcomes to actively regulating learning processes. This study focuses on optimizing senior high school English reading teaching through feedback-driven strategies, emphasizing the critical support provided by instructional measurement. It first clarifies the theoretical underpinnings and essential functions of teaching measurement, including diagnosis of learning gaps, dynamic regulation of instruction, and sustained motivation for learners. The study then examines how diverse assessment tools—such as in-class quizzes, formative reading tasks, and performance-based activities—are effectively integrated into reading teaching to capture students’ comprehension depth, reasoning patterns, and language application skills. By illustrating practical strategies for transforming measurement data into meaningful feedback, it highlights how teachers can provide targeted guidance that fosters reflective learning. Furthermore, the research proposes a “measurement–assessment–teaching–learning” closed-loop mechanism to ensure continuous alignment between instructional goals and learning processes. Findings suggest that embedding formative assessment and diversified measurement approaches into English reading lessons not only improves students’ feedback literacy and self-regulation abilities but also enhances teachers’ capacity to make informed pedagogical adjustments. Ultimately, this approach promotes a shift from an exclusive focus on end results to a holistic process-oriented perspective, offering both practical insights for classroom teachers and theoretical contributions to future research on feedback and assessment integration. This study adopts a qualitative case analysis approach, incorporating classroom observations, student artifacts, and interviews to explore the implementation of feedback strategies and measurement tools. The findings reveal that feedback-driven teaching enhances students’ self-regulation and metacognitive awareness, while also informing pedagogical adjustments. These insights contribute both to classroom practices and to the theoretical discourse on formative assessment in English language education.