This study questions the role of the transcript in the regulation of learning due to its ubiquity in primary schools in Côte d'Ivoire. To do this, it analyzes the comments that teachers leave there to identify and understand the nature, purpose and impact of product feedback. In this perspective, 60 transcripts were drawn randomly from 6 different schools, taking care to retain only one level per school so as to have the 6 levels of the primary cycle. The comments were interpreted according to a model adapted from that of Colognesi (2018). This model made it possible to list the different categories, subcategories (variables) of speech, as well as the indicators whose meaning refers to product feedback. The results show that transcripts are rather used for informative and non-formative purposes. They appear as a simple tool for communication with parents in the absence of proscribed who set its objectives and the terms of its use. In addition, the general nature of comments produces only general, non-specific feedback, which is incapable of inducing any regulatory action.
