The focus of this review is on the principles and processes of constructing a teacher-made assessment tool for Music listening response considering the philosophy and objectives of Music education, the development of Music tests and assessment tools, objective type of tests for listening, forms of Music listening response, assessment tool and test construction, and initiatives and methods on the assessment of Music listening responses; as these are the needed concepts and skills of Music teachers to address and assess the learning competencies in the junior high school K to 12 Music curriculum, especially for music listening learning competency. Music listening is an important building block in developing musical competencies (Rozmajzl & Alexander, 2000), 'because music is a basic expression of human culture, every student should have access to a balanced, comprehensive, and sequential program of study in music' (Consortium of National Arts Education Associations, National Standards for Arts Education. 2013). Music listening seeks to provide opportunities for students to be immersed in sound and to have frequent 'sound' experiences to enable them to explore the nature and quality of sounds and how sound can be produced (Professional Development Service For Teachers, 2010). Students are provided with structured opportunities which will enable them to develop an increasing awareness of different types of sounds; such awareness requires and develops the skills of active listening-activities as they begin to imitate, identify and describe the sounds. Every musical activity requires students to listen and respond to sound (Ministry of Education, New Zealand, 2011) as listening is a fundamental aspect in music curriculum integrated throughout grade levels, especially in the high school levels. Aural perception, developed through careful listening, is the foundation for all other music-making. Listening, as defined by Lundsteen (1979), is similar to reading comprehension, it is a receptive skill comprising both physical processes, an interpretive and analytical one which often expanded to include critical listening skills, higher-order skills such as analysis and synthesis. With the given definition, assessing a student's skill in listening plays a vital role both in the classroom and in the learning process. 1.1. Background of the Study Listening is an inward behavior that cannot be observed easily. Teachers should, therefore, employ various activities to identify whether students are listening attentively, whereby consolidating students' listening skills and developing other skills, such as using (The Curriculum Development Council, 2003): worksheets to identify music elements; movements to reflect music characteristics; music dialogue through singing or playing percussion instruments; dots, lines or symbols to indicate melodic lines and music texture; graphics to indicate the changes in dynamics and tempi;
