¿Evaluamos realmente el aprendizaje en educación física?percepción de los profesores en diferentes etapas educativas

  1. Hortigüela-Alcalá, David
  2. González-Víllora, Sixto
  3. Hernando-Garijo, Alejandra
Journal:
Retos: nuevas tendencias en educación física, deporte y recreación

ISSN: 1579-1726,  1988-2041

Year of publication: 2021

Issue: 42

Pages: 643-654

Type: Article

DOI: 10.47197/RETOS.V42I0.88686 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Retos: nuevas tendencias en educación física, deporte y recreación

Abstract

Abstract. Background: Assessment is connected to the way teachers approach and understand physical education. Purpose: To assess teachers’ perceptions on assessment in different educational stages. Method: Seven experienced physical education teachers from each educational stage (Primary, Secondary and University), and eight Physical Education Teacher Education students participated. A qualitative research design was followed. Results: Primary education teachers advocated for an assessment based on games and play, and they believed that it was not necessary to involve pupils. Secondary education teachers confused assessment with grading, focusing on fitness and sport testing and advocated for an exclusive teacher implementation. University teachers linked assessment to learning and highlighted the need to be transparent. Finally, future physical education teachers encouraged a change, believed that assessment is a complex element of teaching and highlighted the context where assessment will be implemented. Conclusion: Assessment is viewed differently depending on the stage with no common traits.

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