Evaluation in Physical Education

One of the first aspects of concern for teachers when they start their professional career is assessment. When they begin to design a teaching programme, they are concerned about how each of its component parts is to be assessed. This is a controversial issue, as there are intrinsic and extrinsic difficulties that condition - and often determine - the evaluation link, responsible for checking the behaviour of the rest of the components of the chain (context, objectives, content, methodology, timetable, teaching and learning process, and the evaluation itself).

We evaluate to find out how our students are progressing, to determine their qualities and deficiencies, to check whether learning is developing as we have planned, to delimit the aspects of the curriculum that require greater attention at any given moment, to recognise the strong points of our teaching action together with the aspects that could be improved, to check the level of coherence of the teaching team and its departmental action.

In physical education, moreover, assessment is sometimes an unrepeatable act, conditioned by the moment in which it is carried out, the instruments available and the context in which it takes place. The influence it has on the teaching-learning process is indisputable. But assessment must be a process that also allows the student to know how he/she is doing things and what he/she has to do to improve, not simply something that happens at the end of a process and which does not give the student any option or time limit for correction.

During the course of the subject we will define what we have to evaluate, how we should do it, when we evaluate, who evaluates and, above all, what we have to do it for.

Course will consist of 60hrs of in class work and 90 hrs of independent work outside the classroom.