The present master thesis assesses listening comprehension competence in German of Grade 8 native speakers. The effects of the items presentation were measured in the framework of the Austrian educational standard assessment. In the introduction we give an overview of listening comprehension competence and contrast it to related psychological and cognitive processes. Furthermore, methodological, legal and curricular issues in connection with listening comprehension are summarized. In the empirical part of the present study the pupils performance on a designed questionnaire, presented in four variations, was compared. The results suggest that for future investigations of listening comprehension the items quality and test situations have to be improved to allow a reliable individual diagnosis. Such an improvement would lead the way for teachers having more possibilities to adapt their style to the requirements of the pupils in the future.