Meanings Given to the Assessment of Teaching and Learning. Interpretation from a Group of Physical Education Teachers

Abstract

This paper presents some results of a research on the meanings given by teachers of physical education to the assessment. The methodology used is qualitative with a hermeneutic approach. The participants of this study were five primary school physical teachers with different years of teaching experience, and in-depth interviews were the main technique for data collection. The results suggest that the meaning given by teachers to the evaluation, are oriented toward reflection and improvement of the teaching-learning process. Their ideas and beliefs are mainly linked to practical rationality. The evaluation of learning is conceived as permanent and participatory, seeking to develop attitudes of autonomy and reflection upon students. However, the evaluation of teaching is an unexplored path, and there are no systematic or planned actions in this regard.