This paper considers the influence of the values and the discourse behaviors of the native-speaking assessor as interlocutor. These variables in the assessments of oral proficiency interrelate in complex ways with features of test design such as tasks, prompts, topics, guidelines, and assessor training. This paper reviews some previous studies, and looks at measures taken in the design of the "Five Star Test" to improve discourse and interactive consistency. An exploratory test suggests that assessor training might be a more beneficial area of attention for test developers than recent research indicates, especially when coupled with innovative features of test design. Previous research has shown that oral proficiency interviews could and should be made more like real conversations. This paper aims to take steps in that direction by incorporating innovative features into proficiency instrument design relating to aspects of test design, theme and topic, task design, and assessor/interlocutor training. It is concluded that, because the assessor "gaze" in signaling commitment and participation to the student being assessed has measurable effects on student performance in the second language, developmental investment in assessor training and awareness-raising would contribute to both test validity and reliability. (Contains 27 references.) (KFT)