While writing the specifications I had to decide on the types of elements and tasks. Items can be elicited or responded to in either oral or written form (Brown 2004:51). Since this was a test to evaluate students' listening skills, the elicitation clearly had to be oral. However, I had to decide whether the students' response should be oral or written. Since a test must be practical, that is, not take too long to complete or correct (Harris & McCann 1994:34), I decided that the answers should be written, since due to the size of the class it would take too long to administer a test with oral answers for each individual student. The next phase was to find the appropriate texts; those that would match the specifications and provide suitable items (Alderson et al. 1995:43). In this case I decided to write and record my own listening texts as I found it very difficult to find authentic or published texts that matched the requirements of the test specifications and the level of the students, and therefore had content validity (Brown 2004:22 - 3). There are four different types of listening performance that can be assessed: intensive, reactive, selective and extensive (Brown 2004:120), and within this test I have attempted to assess selective and intensive listening. Part 1 is a matching exercise in which students listen to five short conversations and match the subject of the text to a picture. This type of task can assess students' selective listening in the form of information transfer (Brown 2004:127). Students must selectively listen to the short excerpt to extract the topic area and match it to the image. Part 2 is a multiple-choice activity that assesses students' intensive listening. They listen to a......medium of paper......n. Cambridge: Cambridge University press. Bachman, L.F. & Palmer. AS (1996). Language tests in practice: developing and designing useful language tests. Oxford: Oxford University Press.Brown, H. D. (2004). Language assessment: principles and practices in the classroom. New York: Pearson Education.Brown, J. D. (1996). Tests in language programs. Upper Saddle River, NJ: Prentice Hall Regents.Buck, G. (2001). Evaluate listening. Cambridge: Cambridge University Press.Flowerdew, J. & Miller, L. (2005). Second language listening: theory and practice. Cambridge: Cambridge University Press.Fulcher, G. & Davidson, F. (2007). Language Testing and Assessment: An Advanced Resource Book. Oxon: Routledge.Harris, M. & McCann, P. (1994). Assessment. Oxford: Macmillan Publishers Ltd.Hughes, A. (1989). Test for language teachers. Cambridge: Cambridge University Press.