Receptive skills (listening and reading) are clearly the more enigmatic modes of performance. One cannot observe the actual act of listening or reading, nor can you see or hear an actual product. The upshot is that all listening and reading must be assessed on the basis of observing the test-taker’s response (spoken, written, or nonverbal), not on the listening or reading itself. Thus, basically, all receptive performance must be assessed by inference (Brown & Abeywickrama, Language assessment principles and classroom practices. Pearson Education Inc., 2019: 133), and thus, it demands special attention from second language teachers. So, in the following, the methods of Persian language receptive skills assessment as a second/foreign language, as well as its types, will be discussed. The important topics discussed in this chapter include the following: types of listening, factors affecting the ease and difficulty of listening skill tests, the structure of listening skill tests, time in listening tests, types of auditory skill assessment (intensive listening, paraphrase recognition, responsive listening, selective listening, sentence completing, listening cloze, information transfer, extensive listening, sentence repetition, dictation, and retelling), assessment of reading comprehension skills, genres of reading, reading performance, several types of reading, and types of reading skill assessment.