This contribution describes the elaboration process of a new guideline for physical education (PE) certificative assessment in Geneva primary school. It presents the outcome of a collaborative procedure’s first step which gathered coordinators of PE in Geneva, instructor/searcher of the university and PE primary teachers. This project is the result of the evolution of context in teaching PE in Geneva resulting on dysfunctions acknowledged by stakeholders of each institution. In first section of the text, we reveal how the renovation project (1994) and the French-speaking Switzerland curricula (CIIP, 2011) took an important part when designing the actual guideline. Our purpose also highlights how the context evolution made it necessary to rethink the current curricula regarding scientific, institutional and practical implications. In a second section, we present the theoretical framework on which we built the new assessment guideline: Our vision of Competency-Based Approach regarding recent developments, and epistemological fundamentals when teaching PE as physical culture education (Forest et al., 2018). At the end, we present our new proposition of assessment guideline. We then argue the structure and content choices according to what we believe should be assessed (and thus taught) in primary school in PE. Concepts of constructive grading (Pasquini, 2021) widely influenced the structure of this guideline. All choices are argued according to theoretical and epistemological framework of this interinstitutional project.