Pratiques ignorées dans le processus d’évaluation des compétences des élèves en mathématiques

This study deals with the analysis of the conceptions of contract secondary school mathematics teachers (RSC). After two years of effective practice, with full class responsibility, we have attempted to elucidate how these teachers conceive and implement the evaluation of a disciplinary competence of their students. The experience took place around face-to-face training, through which, we interviewed 64 teachers (RSC) on the question of the identification of the approaches considered to assess the competence of the pupils, relating to geometry. We opted for three modes of data collection; answer an open-ended question on the procedures for evaluating the competence of pupils and deal with a single subject of your choice from two evaluation subjects, given as part of the evaluation of the training module. The combined analyzes reveal practices that were overlooked in the process of assessing students' skills. Indeed, there is a clear trend in the practices of its teachers towards an assessment of knowledge and skills, through the restitution and application of knowledge, far from being a real premise of assessing competence.