Judgment activity of academy inspectors - regional pedagogical inspectors (IA-IPR) anddevelopment of the professional activity in inspection interviews in the French educational system: rules, language games, and conflicts of a multi-addressed dialogic activity. The international scientific literature shows the reality of active research to address the concerns of governments to improve the quality of education. It highlights research based almost exclusively on the process-product paradigm, which directs the logic of evaluation towards the profitability of teaching practices, despite the negative effects observed. The present research aims precisely to gain access to the language games that govern the judging activity of inspectors in inspection interviews with experienced teachers, and to set the conditions for the development of this activity in order to shed light on the grey area that research in this area constitutes. This study is part of an anthropocultural research program (Bertone, 2011; Chaliès, 2012) whose theoretical presuppositions are borrowed from ordinary language philosophy (Wittgenstein, 2004) and statement theory (Bakhtine, 1984). It has been carried out within the framework of two devices. The first, with an epistemic aim, allows access to the complexity of the inspectors' judgement activity deployed within the inspection interview. It is based on the collection of verbatims from self-confrontation interviews which reveal the language games of a multi-addressed dialogical activity to conduct the inspection interview in a formativedimension. The second system, conducted with a group of inspectors who are not confronted with a peer activity, is designed on the basis of the results of the first system. Following fruitful controversies, it has brought to light interesting alternatives to settle the dialogical conflicts of the activity of judgement in inspection. The main results of the research show the modeling of the inspectors' judging activity, thus contributing to document international and national research on the activity of teacher assessors, little known to date. They show a heterogeneity in the practices of assessors on the ability to conduct formative interviews with experienced teachers. Indeed, the results show the value of making the rules governing their activity intelligible in order to uncover the conflicts they contain. This is a major condition for the development of inspectors' professional activity and the constitution of a self-regulated community of practice.