Part
II
another, or participate in a three-way interaction with the examiner,
to discuss a topic or solve a problem. Swain (2001) outlined the
arguments in favour of paired speaking tests. They elicit a wider
variety of talk from the assessees who do generally initiate and take
turns in the interaction. They have the potential for positive washback,
encouraging interactive classroom activities, and they are more
practical than individual interviews as more assessees can be tested by
fewer assessors.
On the other hand, assessees cannot all be trained and controlled in
the same way as examiners: assessees may have a very different
experience according to the language level, personality and other
characteristics of their partner. As He and Young (1998) and others
have argued, scoring any interactive assessment of speaking is especially
problematic because the outcome is always a product of both (or all)
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