L’impatto del registro elettronico sui processi valutativi

his paper analyses the effect of the electronic class logbook on how teachers mentally frame student assessment and conceptualise assessment processes. To what extent do the register’s features, constraints and affordances affect the evaluation processes performed in school? The investigation considers three aspects of the relationship between the instrument’s characteristics and the resultant didactic implications: the artefact’s rigidity and modelling of the teacher’s attitude to the evaluation process; the influence of the register’s numeric ‘language’ on the summative/formative assessment dichotomy; shifting the assessment process from daily documentation and teacher-student exchange to an interpersonal narrative chiefly directed towards the family. This analysis is framed by Rabardel’s construct of object technique (1995).