The use of pair work in speaking assessment may encourage collaboration in the classroom and has other advantages (Saville & Hargreaves, 1999; Taylor, 2000) but from a measurement perspective, the paired oral format may be problematic because a partner may unfairly influence an examinee's performance or otherwise bias scores. In this study, the influence of interlocutor proficiency on speaking performance was examined in a group of 20 first-year students at a Chinese university. The students were divided into groups of relatively high and low English proficiency and tested once with a partner of similar proficiency and once with a partner of higher or lower proficiency. Interlocutor proficiency level had no observable effect on Rasch analysis ability measures, but lower-level examinees produced more language (words) when working with a higher-level partner. The majority of dyads produced collaborative interactions (Galaczi, 2008), unless an examinee was paired with a much lower-level partner, in which case the interaction tended to be asymmetric. Overall, these data suggest that proficiency differences among examinees need not preclude use of the paired oral test format.
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