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The field of second language (L2) assessment has continued to evolve since the 1960s, broadening the scope of inquiry and adopting more sophisticated research methods (Chen, 2011; Kunnan, 2014). Technological innovations have allowed wider application of tools for assessment design, development, and analysis (Purpura & Banerjee, 2021). In addition to the quantitative methods, the qualitative methods have also been widely adopted, providing more meaningful information not only about the test takers’ L2 proficiency but also the role assessment played on teaching and learning.
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