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The form and function of a collaborative assessment known as a "Buddy Quiz"is presented. The assessment is conducted in three successive phases over acontiguous 45- to 60-minute class period. A portion of each Quiz is completedin collaboration with one or two peers and a portion is completed withoutcollaboration. The Quiz is primarily summative and is also designed to includeformative aspects. The representation in the Quiz of the scientific enterpriseas collaborative and individualistic is discussed. The employment of thisinstrument in a ninth-grade (age 15 years) conceptual physics course in anindependent US secondary school is described and student feedback is presented.

The Buddy Quiz: A collaborative assessment and a representation of the scientific enterprise