Based on the construct of "language-related episodes" (Swain & Lapkin, 1998) and Vygotsky's (1934/1986) notions of scaffolding and private speech, this investigation explores student interaction during a formalized assessment task. The purpose of this qualitative study was twofold: first, to analyze the small-group quiz interaction that took place among 20 intermediate students of Spanish and, second, to highlight students' perceptions of this experience. Triangulated data include students' recorded small-group interactions, written quizzes (graded individually), and questionnaires that elicited their perspectives on the use of small-group quizzes. The analysis exposed language-related episodes in which students collaboratively formed quiz responses, challenged each other's answers, and discussed test-taking strategies and beliefs. These findings cast doubt on the claim that positive interdependence (i.e., "group grading") is necessary to foster promotive interaction as well as expand current understanding of the nature of student collaboration to an assessment context.