Listening comprehension is a crucial skill in English as a Foreign Language education, yet listening assessment still needs to be explored. This study aims to understand how listening is assessed in a Colombian private language institution and its potential connection to students' underperformance in listening proficiency tests. We characterize the listening assessment used in B1-level classes through a descriptive case study. Utilizing a rubric, we analyzed fourteen listening tasks from various sources, including course materials and a mock PET exam. Our analysis had two primary objectives: (a) to uncover the rationale behind test design and its alignment with the curriculum, and (b) to evaluate the knowledge types targeted and the forms of listening assessment employed using categorization. Our findings reveal that despite the curriculum's holistic listening development goals, assessments predominantly focus on phonological knowledge through dictation tests, in which students primarily engage with audio media and recordings. These findings suggest a misalignment in the way listening is approached during the whole course, the examinations used to assess listening during the B1 level, and the use of an external standardized test as the exit exam. This study holds potential implications for curriculum alignment and the enhancement of language assessment literacy within our context, shedding light on potential factors contributing to students' underperformance in listening comprehension.