Our research focuses on the formative assessment practices from the study of interactions between the teacher and the students in the classroom. One of the main research areas in formative assessment is the quality of feedback, as it is thought to be an important way to enhance students’ learning. Hattie and Timperley (2007) conclude, in their review of research on feedback, that it “is among the most critical influences on student learning”. Results in this field of research has produced some general recommendations for teachers, but very few outcomes taking into account the context of production of teachers’ feedback.
We are interested in specific moments of the classroom which correspond to moments where the students encounter difficulties in progressing in the task. We assume that these moments can provide information about the lack of appropriated feedback from the teacher. Our study integrates some elements of the context.