To determine how college instructors evaluate student learning in their reading methods course, a questionnaire was administered to 15 instructors of elementary, and 11 instructors of secondary, reading methods courses. The instrument was divided into five sections for the purpose of collecting the following data: (1) course design and components of the final course grade, (2) testing procedures and item types, (3) evaluation forms for written papers and projects, (4) procedures used in evaluating teaching experiences, and (5) related evaluation procedures and concerns. Study findings indicated that the instructors were consistently evaluating student progress and providing feedback. All of the instructors used paper-and-pencil tests that evaluated student ability to apply skills as well as to recall information. A majority also used written papers and projects to evaluate learning, frequently giving an item-by-item analysis of the work in addition to general written comments. Besides these methods, a minority of instructors also used microteaching, simulated or field-based teaching experiences, and class participation in analyzing student progress. While the study revealed that reading faculty are conscientiously evaluating students, instructors themselves suggest that defining course objectives, class assignments, and assessment procedures more clearly would strengthen grading procedures. (MM)