Systemic Evaluation in Physical Education. An Evaluative Alternative in High School

Abstract

This article reveals the social representations made known by students of an official educational institution in Colombia when they were evaluated in the area of Physical Education from a systemic approach aimed at raising awareness of the importance of evaluation and the continuous improvement of pedagogical practice. The objective of this work was to study the incidence of the application of the systemic evaluation model in the teaching of Physical Education with a group of ninth grade high school students from a didactic sequence during the first academic period of the school year. Its approach was qualitative and based on an action research design, the key informants were ten students selected by convenience (five women and five men) of the Institution. Its approach was qualitative and based on an action research design, the key informants were ten students selected by theoretical sampling (five women and five men) of the Institution. The instruments used for data collection were: questionnaire, field diary and semi-structured interview. All data were systematized and grouped by categories, subcategories and microcategories to facilitate their interpretation through the triangulation method. The results showed that a systemic evaluation leads to a constant academic reflection between the teacher and the students, which allows identifying different learning needs of the students to establish possibilities of improvement in the teaching methods and to evaluate the achievement of the learning results in the area of Physical Education.