Numerous studies show that teachers’ summative assessment practices often lack coherence in all contexts. This article describes how six secondary school teachers of French and mathematics in French-speaking Switzerland improved this coherence by participating in a collaborative research in which reflective activity was the subject of particular attention, taking into account their questions, context and discipline. Conducted with the help of conceptualizing categories, the qualitative analysis of their tests, comprehensive interviews, writing tales and exchanges during work sessions show that six skills evolve positively in each of them in a dynamic perspective, at the service of their professional development, and that this evolution is notably allowed by the theoretical contents proposed within the scheme.