Formative Evaluation in Physical Education. Systematic Review at the Different Levels of the Educational System

Abstract

Formative evaluation in Physical Education constitutes a problem with recognized benefits. Current curricular designs highlight the importance of evaluation in all its phases: diagnostic, formative and summative. Formative assessment promotes learning by valuing the development of skills. A wide variety of data collection instruments are used for this. It is essential that students reflect on what they have learned and what can be improved, or what can still be learned, through metacognitive processes of self-assessment, reciprocal evaluation or co-evaluation. The objective of the work is to systematize the articles published on formative evaluation research in Physical Education at the different levels of the educational system, in Spanish, carried out during the years 2017 to 2020, with free access and full text so that professionals have with pertinent and updated information on this current problem of the discipline. 43 articles were analyzed. The results indicate the presence of an extensive production of research articles produced above all at the higher level, carried out in Spain and to a lesser extent in American countries, and a scarce production at the other educational levels. The evaluations of the students and teachers regarding formative evaluation, its advantages and disadvantages were analyzed, and other associated concepts were also found, such as authentic, shared, participatory evaluation, dialogued and democratic evaluation.