We know that listening is more than just hearing words. So, listening as an active process whereby students receive, construct meaning from, and respond to spoken messages. Before we can develop appropriate assessment techniques for listening, we must first understand the nature of listening. Two models of listening have been identified in the literature: bottom-up and top-down approaches. The authors tried to explain how to approach to listening assessment and they shows activities for teaching listening. Here were given general versus of academic listening, considerations in designing listening tasks, background knowledge and test content.
Fazil et al. (Tue,) studied this question.