The organisation of assessment by an administration external to schools raises several questions regarding the influence of this type of test on the behaviour of all partners of the concerned educational community. Being particularly interested in the assessment of pupils' skills at the end of primary school, we address the following double question: can a summative test at the end of primary school have a real impact on teaching practices (and thus function as a pedagogical lever) or, on the contrary, can it hamper or restrain the implementation of pedagogical innovation?