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ML );3 :3='*(-;3= (-*;+4\u003C-6.*E;*= 6;)-:;? +36.*8;-+.3 ;F.:- ).88.3 '>'*7=;7 .* V.FH*'?;-'= -.,+)(A +='3-+67+34 F.-\u003C 4'3'*;? 8'((;4'( ;3= (,')+6+) ='-;+?(A ,*.>+='=-\u003C' (,'')\u003C +( )?';*?7 ;*-+):?;-'= +3 ; 4'3'*;??7 6;8+?+;* ;))'3-G 1\u003C'7 );3 :3='*(-;3= -\u003C' 8;+3 ,.+3-( .6 )?';*A (-;3=;*= (,'')\u003C .3 6;8+?+;*A '>'*7=;7 8;--'*( *'4:?;*?7 '3).:3-'*'= +3 E.*DA ()\u003C..?A ;3= ?'+(:*'A +3)?:=+34 (\u003C.*- 3;**;-+>'(G 1\u003C'7 F'(- :3='*(-;3= (,'')\u003C -\u003C;- 8;+3?7 ).3(+(-( .6 \u003C+4\u003CH6*'I:'3)7 '>'*7=;7 >.);F:?;*7G 1\u003C'7 );3 6.??.E )?';*?7H(,.D'3A (-*;+4\u003C-6.*E;*= (\u003C.*- -;?D( .3 6;8+?+;* -.,+)(G 1\u003C'7 );3 :3='*(-;3= (+8,?' -')\u003C3+);? +36.*8;-+.3 (:)\u003C ;( .,'*;-+34 +3(-*:)-+.3( 6.* '>'*7=;7 'I:+,8'3-G 1\u003C'7 );3 6.??.E ='-;+?'= =+*')-+.3(G 1\u003C'7 );3 :3='*(-;3= -\u003C' 8;+3 ,.+3-( .6 1K ,*.4*;8(A *;=+. 3'E( *',.*-(A ;3= , *.4*;8( .3-\u003C' 93-'*3'- .3 6;8+?+;* -.,+)( E\u003C'3-\u003C' ='?+>'*7 +( *'?;-+>'?7 (?.E ;3= )?';*G  \n&\"  \n2+(-'3'*( ;- -\u003C' ?'>'? 0C );3 :3='*(-;3= (+8,?' +36.*8;-+.3 ;3= I:'(-+.3( ;F.:- -\u003C'8('?>'(A 6;8+?7A ,'.,?'A \u003C.8'(A E.*DA ;3= \u003C.FF+'(A ,*.>+='= (,'')\u003C +( )?';*?7 ;3= (?.E?7 ;*-+):?;-'=G 1\u003C'7 );3 :3='*(-;3= (\u003C.*-A (+8,?' ).3>'*(;-+.3( ).3-;+3+34 \u003C+4\u003C?7 6*'I:'3-E.*=( ;3= ,\u003C*;('(A 3;8'(A ).43;-'(A ;3= (\u003C;*'= +3-'*3;-+.3;? >.);F:?;*7G 1\u003C'7 );3 :3='*(-;3= (\u003C.*-A *.:-+3'-'?',\u003C.3' ).3>'*(;-+.3( ;3= 8'((;4","cbCaiovSy2xCb9Pr","https://ap.wps.com/l/cbCaiovSy2xCb9Pr","pdf",58380,"English","# Listening assessment descriptors\n## Comprehension and detail recognition\n## Proficiency level evaluation\n## Task types and scoring criteria","[{\"question\":\"What does the document describe about listening assessment?\",\"answer\":\"It provides CEFR-aligned listening assessment descriptors detailing how listening performance should be evaluated.\"},{\"question\":\"How are learners’ listening abilities judged in the descriptors?\",\"answer\":\"Judgment focuses on comprehension of main ideas and specific details and on how learners handle task complexity and expected language control.\"},{\"question\":\"How can these descriptors be used in practice?\",\"answer\":\"They are intended for consistent interpretation during assessment, supporting task selection and scoring based on defined performance criteria.\"}]","CEFR-Descriptors-Listening-Assessment - Exam Preparation - Listening | PDF",1790586971]