Theoretical and practical interest in assessing second language (L2) pragmatics has resulted in an increasing body of literature over the last few decades (e.g., Hudson, 2011; Hudson, Detmer, & Brown, 1992, 1995; Roever, Fraser, & Elder, 2014; Ross & Kasper, 2013). L2 pragmatic competence requires a constellation of a wide range of elements, such as the knowledge of linguistic forms, functions, contexts, norms of interaction, cultural appropriateness, and social relationships among speakers (Kasper & Rose, 2002; Taguchi & Roever, 2017). In order to assess these dimensions of L2 pragmatics, researchers need to operationalize a theoretical construct definition based on a critical understanding of varied types of validity evidence elicited from appropriate assessment-task types. Assessment of the context-rich nature of L2 pragmatics, in turn, presents various challenges, particularly in ensuring validity and reliability, which are two central concepts in language assessment.