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The present study uses audio and video-taped naturally occurring interactions to examine how five high-intermediate L2 learners of Japanese are socialized to participate in assessment activities in interactions with their host parents during study abroad. Through direct participation as well as peripheral exposure to host parents’ models of private assessments, students demonstrated increasing ability to shift to the plain form to index a private, off-stage stance. Specifically, the analysis reveals how models and scaffolding in the form of co-construction, recasts and repetition sequences socialized students to a) a shift from the formal to the plain form for private assessments and b) use more culturally and semantically appropriate assessment descriptors. The data also shows that the students’ socialization experiences differed in terms of their exposure to assessments in both the formal and plain form and how often they participated in assessments on repeated topics.