In education, the development of critical evaluation skills is among the most important means (Brookfield, 1995) and purposes (Hattie, 2012). Digital technologies play an important role in implementing innovations in education (Nachmias et al., 2004). This is particularly true of electronic assessment in Technology Enhanced Learning Environments (TELEs). Assessment with ICT (e-assessment) facilitates self-assessment, the assessment of learning outcomes and the portfolio approach (Eurydice, 2011). E-assessment has a great potential to provide learners with feedback which will assist them in their learning (Lafuente et al., 2015). E-assessment also addresses the importance of self-regulated learning which may be considered an integral part of digital literacy which is regarded today as the prerequisite for acquiring basic skills, both subject-specific and cross-curricular (European Commission, 2010). This presentation reports on data obtained from the French Ministry of Education database “Expérithèque“ which contains formalized descriptions of pedagogical experiments conducted in mainstream schools. Data collection is centered around “digital development“ or “ICT for education“ within the thematic category “pedagogical and educational monitoring“ . The research examines the strategic variability of the experiments conducted in secondary schools which aim to offer opportunities to appreciate the role of e-assessment with respect to the objectives to be achieved. The present study was conducted with three objectives: 1) to identify categories of e-assessment with respect to educational objectives and practices ; 2) to determine the significant resources mobilised and the main difficulties encountered ; 3) to gather evaluation evidence, to assess the experiment rationale and activities carried out. A corpus of more than 600 official reports was collected and processed by following an inductive analysis approach (Blais & Martineau, 2006) to assess the features of the experiments, their complexity and dynamic. The emerging patterns of e-assessment practices are discussed. 


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