This article explores how assessing listening is important for teachers understand high school students’ ability to comprehend spoken language. The research focuses on identifying proper assessment techniques and types of listening tasks used in classrooms. The goals of it and approaches to listening assessment are highlighted. Data are collected through the studies of researchers and scientists. This study suggests using a wider variety of listening assessment tools, improving audio materials by learning students’ strengths and weaknesses.

Receptive skills, formative and summative assessment, language proficiency

Ahmed, A., Pereira, L., & Jane, K. (2024). Mixed methods research: Combining both qualitative and quantitative approaches. ResearchGate.

Anisa, M. (2021). Students’ attitudes toward online formative assessments in English language learning in SMA Negeri 1 Kembang. JP3 (Jurnal Pendidikan dan Profesi Pendidik), 7(2), 161–173. https://doi.org/10.26877/jp3.v7i2.10140

Benítez-Correa, C., Ochoa-Cueva, C., & Vargas-Saritama, A. (2024). Assessing EFL listening and speaking skills during remote teaching. World Journal of English Language, 14(2), 490–499. https://doi.org/10.5430/wjel.v14n2p490

Brown, H. D. (2004). Language assessment: Principles and classroom practices. Pearson Education.

Buck, G. (2001). Assessing listening. Cambridge University Press. https://doi.org/10.1017/CBO9780511732959

Council of Europe. (2020). Common European framework of reference for languages: Learning, teaching, assessment – Companion volume. Council of Europe Publishing.

Field, J. (2008). Listening in the language classroom. Cambridge University Press.

Herlina, R. (2023). Bottom-up approach of teacher’s best practice to avoid students’ perplexity in listening. Teaching and Learning English in Multicultural Contexts (TLEMC), 7(1), 13–21. https://doi.org/10.37058/tlemc.v7i1.3609

Hughes, S. E., Boisvert, I., McMahon, C. M., Steyn, A., & Neal, K. (2022). Perceived listening ability and hearing loss: A systematic review and qualitative meta-synthesis. PLOS ONE, 17(10), e0276265. https://doi.org/10.1371/journal.pone.0276265

Maulina, M., Ladjagang, R., Nasrullah, R., Esteban Jr., A. M., Hastianah, H., & Herianah, H. (2022). Conceptualizing research methods used in teaching listening skill studies using social media and technological tools. Journal of Education and Teaching (JET), 3(1), 69–83. https://doi.org/10.51454/jet.v3i1.140

Rost, M. (2011). Teaching and researching listening (2nd ed.). Pearson Education.

Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40(3), 191–210. https://doi.org/10.1017/S0261444807004338

Vandergrift, L., & Goh, C. C. M. (2012). Teaching and learning second language listening: Metacognition in action. Routledge. https://doi.org/10.4324/9780203843376

Watson, K. W. (2017). Effective listening: Five lessons from the best. Journal of Christian Nursing, 34(3), 159–163. https://doi.org/10.1097/CNJ.0000000000000305