Abstract

Our research focuses on the place given to oral assessment in the SEMO teaching scheme in cycle 3 (pupils aged 9 to 11). We examine the possibility of responding to the twofold constraint to which teachers are subject when they assess: taking into account both the competencies of the prescripts and the learning progress of the pupils. After presenting the system, which links curricula and pupil learning, we report on its operationality and the role of assessment in supporting oral language teaching and pupil learning, based on interviews with five teachers who have implemented these sequences.