Reflections on the assessment boundary object

A support for learning in referentialisation

Abstract

In this theoretical article, we aim to further develop the research initiated on the concept of assessment boundary object (Roblez, 2025) by strengthening its theoretical structure and examining the learning processes that its use may facilitate or generate. To this end, we draw on the concepts of differential relationships (Mottier Lopez, 2023) and the cube of assessment modalities (Gremion & Vaudan Méresse, 2022) to identify avenues that may be useful for educational practice.