ABSTRACT
This chapter discusses the assessment of the receptive modes, and how teachers are like miners, digging for understanding, or elusive nuggets of gold. Assessing the receptive language arts involves collecting evidence of students' mental processes involved in reading, listening, and viewing. The chapter looks at assessments specific to reading, listening, and viewing by looking at the ways a teacher monitors, observes, and analyzes to determine student progress. Tools for monitoring include a reading interest inventory, an elementary reading attitude survey, the Vocabulary Knowledge Scale, a listening classroom checklist for teachers, a listening self-assessment checklist for teachers, and a listening checklist for students. The chapter also discusses analyzing tools that test for phonemic awareness, decoding and comprehension, and listening. Taylor Bradley uses the “teacher-as-coach” model to train one paraeducator to be able to effectively perform and score running records with a high level of procedural fidelity.
