The research on assessment in its various aspects is numerous, and the entries are varied (docimology, international assessments, formative assessment, effects on motivation, links with the orientation of the students, etc.). We focus on the links between assessment and learning in the context of primary or secondary education taking the point of view of mathematics didactics. More precisely, we try to determine how an entry by the mathematics didactics with its theoretical frameworks, its tools and its methods can clarify in a new way the results produced in the research on assessment. We also try to show that research on assessment can be developed in the field of mathematics didactics and thus can renew some didactical questions.