This contribution reports on a research project that aims to shed light on how novice primary teachers formulate written comments for students with learning difficulties. We seek to establish whether the novice teachers in our project, who have had an updated training on formative evaluation, also use the report card in a formative process in which the student is considered and a learning self-regulation is in place. The comments left by teachers in 27 report cards have been analyzed and a typology is proposed.