The main objective of this research was to design an initial proposal of a reading comprehension placement test of Spanish as a Foreign Language of the levels A1 and A2 in International House Bogota. This, in order to provide a tool that could resolve some issues that they are experiencing regarding the placement of the students.To reach this goal, the research was based on different theoretical positions that were developed by authors like Brown (2001), Khalifa y Weir (2009), Figueras y Puig (2001) and Green (2013). After this, a thorough revision was made of the microskills the students use when reading in a foreign language and the knowledge they must have in every sublevel that the language institute were delimited this to determine what they have to develop at each level, and hence classify them. Additionally, the tasks, types of tests and the most appropriate questions for each level were determined.After designing the placement test taking the methodological route proposed by Bordon (2009) and the validation of the exam through a questionnaire based on the socio-cognitive model of Weir (2005), it was concluded that the exam is valid. It was evident the tension between number of items and the punctuation, but it was determined that the most important to take into account is the accuracy and the expertise of measuring what they have to, creating a balance between validity and viability. Moreover, it was proven that believing that the more items an exam has, the more valid it is, becomes to be a false myth: a test can be sufficiently discriminatory to place a student without the necessity to have a great quantity of items per sublevel that affect its viability.