This book intends to provide a theoretical overview of examining candidates' oral abilities in different examination formats.
In particular, it explores specific partner effects on discourse outcomes and proficiency ratings in the framework of paired-task
performance. Two investigations, both set in the context of a proposed Hungarian school leaving examination in English, were
carried out in order to contribute to a better understanding of the assumed impact of the chosen variables. Study One investigates
discourse differences between examiner-to-examinee interaction and peer-to-peer interaction. Study Two explores the impact
of the peer partner's proficiency. The results show that partner effects related to this variable cannot be predicted as either
harmful or beneficial since no statistically significant difference was found between 30 candidates' scores in different examination