Posted: June 15th, 2022

Student Listening Inventory

Student
Listening Inventory

This inventory should help identify your
listening strengths and weaknesses within the context of a college classroom.
The word speakercan mean the
instructor or another student. Remember that most of us overestimate how well
we listen. Give some serious, realistic thought to each statement before
responding. Use the following numbers to indicate how often you engage in these
listening behaviors: 1 = almost never, 2 = not often, 3 = sometimes, 4 = more
often than not, and 5 = almost always.

Listening Behavior

1

2

3

4

5

When
someone is speaking to me, I purposely block out distractions such as
side conversations and personal problems.

1

2

3

4

5

I am
comfortable asking questions when I don’t understand something a speaker
has said.

1

2

3

4

5

When a speaker
uses words I don’t know, I jot them down and look them up later.

1

2

3

4

5

I
assess a speaker’s credibility while listening.

1

2

3

4

5

I
paraphrase or summarize a speaker’s main ideas in my head as I listen.

1

2

3

4

5

I
concentrate on a speaker’s main ideas rather than the specific details.

1

2

3

4

5

I try
to understand people who speak indirectly as well as I understand those
who speak directly.

1

2

3

4

5

Before
reaching a conclusion, I try to confirm with a speaker my understanding
of his or her message.

1

2

3

4

5

I
concentrate on understanding a speaker’s message when he or she is
explaining a complex idea.

1

2

3

4

5

When
listening, I devote my full attention to a speaker’s message.

1

2

3

4

5

When
listening to someone from another culture, I factor in my knowledge of
cultural differences to interpret meaning.

1

2

3

4

5

I watch
a speaker’s facial expressions and body language for additional
information about the speaker’s meaning.

1

2

3

4

5

I
encourage speakers by providing positive nonverbal feedback – nods, eye
contact, and vocalized agreement.

1

2

3

4

5

When
others are speaking to me, I establish eye contact and stop doing other
nonrelated tasks.

1

2

3

4

5

I avoid
tuning out speakers when I disagree with or dislike their message.

1

2

3

4

5

When I
have an emotional response to a speaker or the message, I try to set
aside my feelings and continue listening.

1

2

3

4

5

I try
to match my nonverbal responses to my verbal responses.

1

2

3

4

5

When
someone begins speaking, I focus my attention on the message.

1

2

3

4

5

I try
to understand how past experiences influence the ways in which I
interpret a message.

1

2

3

4

5

I
attempt to eliminate outside interruptions and distractions.

1

2

3

4

5

When I
listen, I look at the speaker, maintain some eye contact, and focus on
the message.

1

2

3

4

5

I avoid
tuning out messages that are complex, complicated, and challenging.

1

2

3

4

5

I try
to understand the other person’s point of view when it is different from
mine.

1

2

3

4

5

I try
to be nonjudgmental and noncritical when I listen.

1

2

3

4

5

As
appropriate, I self-disclose a similar amount of personal information as
the other person shares with me.

1

2

3

4

5

Add up your scores for all of the
questions. Use the following guidelines to assess how well you think you
listen. Your score only represents your personal perceptions about your
listening behavior and skills.

Score

Interpretation

0-62

You perceive yourself to be a poor
classroom listener. Attention to all of the items on the inventory could
improve your listening effectiveness.

63-86

You perceive yourself to be an adequate
listener in the classroom. Learning more about listening and listening skills
could improve your overall listening effectiveness.

87-111

You perceive yourself to be a good
listener in the classroom, but you could still improve your listening skills.

112-125

You perceive yourself to be an
outstanding listener in the classroom.

Copyright © 2013 by
Pearson Education, Inc. All rights reserved. Used with permission.

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