Reflections on the assessment boundary-object

A support for learning in referentialisation

Abstract

In this theoretical  article, we wish to continue the research begun on the concept of the evaluation boundary object (Roblez, 2025) by further supporting its theoretical structure and focusing on the learning that can be facilitated or generated by its use. To do this, we will reflect based on the ‘differential reports’ ‘ (Mottier Lopez, 2023) and the ’cube of assessment modalities" (Gremion & Vaudan Méresse, 2022) to identify useful avenues for action.