This paper presents a taxonomy of learning outcomes in critical listening for sound engineers. Derived from the literature on auditory perception and broader classifications of perceptual processes, the taxonomy segregates critical listening processes to improve curriculum development and pedagogical practices in the field. Building on previous findings that begin to support this taxonomy, its effectiveness as an educational tool is qualitatively assessed using learning journals and focus groups with 51 audio engineering students. This evaluation leads to a refinement of the taxonomy which offers a more robust classification of listening processes.
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