Formative assessment is at the
heart of the debates on the didactics of languages and cultures and is called to manage learning in order to make the learner more autonomous
in the appropriation of foreign languages and French in particular. An appropriation that must be manifested in his writings, however, the attraction to this strategy must be conceived according to the precepts of devolution, that is, the acquisition
of the learner of the criteria of evaluation and even of Success of a written production. However, in order to meet this requirement, the training of the teacher is deprived of
the knowledge necessary for the evaluation so to put it into actual practice is impossible.