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This paper reports a study concerning the design and development of listening criteria in the context of classroom assessment in the Greek secondary education. Though the formative assessment of listening skills along with other skills have been formally provisioned under the new curricula, in the absence of specific criteria this paper aims at designing certain criteria for assessing listening. First it delves deeper into the procedure of designing criteria in general along with specificdoi:10.26262/istal.v21i0.5274 fatcat:gn3cjrrj6ffltc3hg4ak5befv4