Evaluación en Educación Física. Análisis comparativo entre la teoría oficial y la praxis cotidiana

  1. Rodríguez-Negro, Josune 1
  2. Zulaika Isasti, Dr. Luis Mari 1
  1. 1 Universidad del País Vasco UPV/EHU
Journal:
Sportis: Revista Técnico-Científica del Deporte Escolar, Educación Física y Psicomotricidad

ISSN: 2386-8333

Year of publication: 2016

Issue Title: Septiembre 2016

Volume: 2

Issue: 3

Pages: 421-438

Type: Article

DOI: 10.17979/SPORTIS.2016.2.3.1448 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Sportis: Revista Técnico-Científica del Deporte Escolar, Educación Física y Psicomotricidad

Abstract

The aim of this research is to study the evaluation methods employed by physical education teachers in primary and secondary schools and to examine whether current trends in assessment in Physical Education (PE) are limited to a theoretical level or actually occur in everyday class practice in schools.  To complete the objectives of the study, a random sampling was performed carried out on 84 PE teachers (male = 57, female = 27) of the Basque Country (ACBC).  The results indicate that teachers have abandoned the traditional method of evaluation and there is evidence of progress toward alternative assessment, although this has not come to be fully implemented in schools.  In line with these results, we found differences in the aspects of assessment that could be improved in daily practice in the various stages of education.  Teachers of secondary education should encourage students to assess the teaching-learning process, the evaluation criteria and the teachers themselves.  Teachers of primary education should work to help understand the process of assessment not only as a method of evaluation, but also as an instrument for a broader understanding of learning and process evaluation.  Both, primary and secondary P.E. teachers should be encouraged to include self-assessment and peer assessment as routine methods of evaluation.

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