The introduction of a listening comprehension component in the Israeli Matriculation examination of English as a Foreign Language has necessitated research into more effective methods of testing listening comprehension. Oral proficiency has been part of the examination for some time, but more reliable methods of evaluating the test are needed. An article on group testing by Folland and Robertson (1976) inspired the experiment. The test begins in the language laboratory, where students listen to a passage twice for listening comprehension. During the second hearing they are required to answer multiple-choice comprehension questions. In groups of five the students are then invited to sit informally around a table and discuss the tape they have heard. The examiners sit behind them, and each one awards a grade for one aspect of oral proficiency (i.e., lexis, pronunciation, etc.). An overall grade is awarded for communicative competence by each teacher and the average grade is then computed. Results were highly satisfactory in that the correlations between final grades and teacher ratings were high. Students were enthusiastic about the test, and the examiners felt that this approach was as objective as possible. (Author/CFM)