Evaluation of learning in school physical education: current ways and current challenges

Abstract

BACKGROUND: Throughout the historical trajectory of physical education teachers have followed different paths and faced numerous challenges to assess student learning. OBJECTIVE: In this sense, this study sought to analyze the paths taken and the challenges that arise for the assessment of student learning over time in the area of school physical education. METHODS: For this, scientific works were consulted and official normative documents of the Brazilian education were analyzed, which allowed to draw conclusions about the subject of study. RESULTS: Initially the teachers walked the quantitative way to evaluate learning, valuing the physical, motor or technical performance. However, over time the qualitative path was also incorporated by teachers, who began to analyze the evolution and participation of students in class. With the paradigmatic and conceptual changes related to assessment, teachers felt the need to modify assessment practices already established and challenged to recognize assessment as one of the constituent elements of the teaching process, as it enables to guide and improve learning. Thus, the selective or classificatory evaluation practices were rethought and the teachers challenged to adopt a formative perspective of evaluation, being an element of reflection on the teaching and learning process for both the teacher and the student. CONCLUSION: The challenges that have been presented over time and still remain today for student assessment require teachers to recognize the need to discuss, reflect and diversify assessment strategies. Therefore, it is necessary to expand the spaces and moments of reflection or exchange of experience on the subject, both in initial training and pedagogical practice, as well as increase scientific production and research on the subject, to strengthen discussions and foster change. evaluative practices of school physical education.