| Summary: | When most people think of language assessments, they generally recall the standardized formats of high-stakes, large-scale examinations. These assessments are widely recognized for providing valid and reliable measures of test-taker knowledge. However, recently these standardized assessments have also been criticized for not providing accurate reflections of the knowledge, skills, and abilities essential for 21st century students to confront the era of digital communication. In order to meet these demands, assessment researchers and test designers have been re-conceptualizing test design and development procedures to provide more authentic assessments which more accurately reflect the complexity of tasks test-takers are likely to encounter in the 21st century (Bachman & Palmer, 1996; Chapelle & Douglas, 2006; Purpura, 2004).
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