Do we really assess learning in physical education? Teachers’ perceptions at different educational stages (¿Evaluamos realmente el aprendizaje en educación física? Percepción de los profesores en diferentes etapas educativas)
DOI:
https://doi.org/10.47197/retos.v42i0.88686Palabras clave:
Assessment; Learning; Methodology; Teaching Role; Education., (Evaluación; Aprendizaje; Metodología; Rol del docente; Educación)Resumen
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.
Resumen. Antecedentes: La evaluación está relacionada con la forma en que los profesores abordan y entienden la educación física. Objetivo: Evaluar las percepciones de los profesores sobre la evaluación en diferentes etapas educativas. Método: Participaron siete profesores de educación física con experiencia en cada etapa educativa (Primaria, Secundaria y Universidad), y ocho estudiantes de Magisterio de Educación Física. Se siguió un diseño de investigación cualitativo. Resultados: Los profesores de Educación Primaria abogaban por una evaluación basada en el juego y la diversión, no considerando necesaria la participación de los alumnos en la misma. Los profesores de educación secundaria confundían la evaluación con la calificación, centrándose en las pruebas de aptitud física y deportiva y abogando por una aplicación exclusiva de la evaluación por parte del docente. Los profesores universitarios relacionaron la evaluación con el aprendizaje y destacaron la necesidad de ser transparentes en relación a su aplicación. Por último, los futuros profesores de educación física alentaron un cambio, considerando que la evaluación es un elemento complejo de la enseñanza y que el contexto en el que se aplique es determinante. Conclusión: La evaluación en la Educación Física se ve de forma diferente según la etapa, no existiendo elementos comunes en su puesta en práctica
Citas
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