The purpose of this study was to develop a computer-based assessment for elementary school students' listening comprehension of science talk within an inquiry-oriented environment. The development procedure had 3 steps: a literature review to define the framework of the test, collecting and identifying key constructs of science talk, and developing and verifying an instrument that measured listening comprehension of science talk. The Science Listening Comprehension Test (SLCT), consisting of 35 multiple-choice items, was developed for 3 science inquiry components: identifying questions, designing methods and presenting evidence, and drawing evidence-based conclusions. Students from grades 4 and 6 (N?=?1,080) were recruited and selected through cluster sampling. The SLCT's validity, reliability, and item parameters were found to be reasonable. Grade-related improvement in listening comprehension of science talk was observed, no significant gender difference was observed, and students' listening comprehension of science talk was predictable with prior scientific knowledge and language ability measures. Instructional implications were discussed, and future research was outlined.