2026-04-27T12:35:11Zhttps://uvadoc.uva.es/oai/request

oai:uvadoc.uva.es:10324/729902025-09-03T09:00:21Zcom_10324_1142com_10324_931com_10324_894col_10324_1258

Barrientos Hernán, Emilio José López Pastor, Víctor Manuel Lorente Catalán, Eloísa Kirk, David 2022 Producción Científica The main purpose of this study was to identify the challenges of using formative assessment (FA) and authentic assessment (AA) in physical education (PE) teaching, based on some experienced teachers’ perspectives. Semi-structured interviews of four teachers were conducted and analysed. The results show how the teachers operationalised the FA and AA to support student learning. They emphasised that to obtain positive results for teachers and pupils, it is key that the teaching is organised with assessment in mind, and that the assessment is structured. The study concludes that with pedagogic knowledge and a positive attitude to use the FA and AA, it is possible to overcome the drawbacks revealed in the PE assessment literature. Nevertheless, these teachers belonged to communities of practice linked to the FA and AA in PE, which seems to be a key factor to achieve the desired ‘assessment literacy’ needed to initiate those changes in PE. application/pdf https://uvadoc.uva.es/handle/10324/72990 spa Australian Council for Health, Physical Education and Recreation Inc. (ACHPER) Challenges with using formative and authentic assessment in physical education teaching from experienced teachers’ perspectives info:eu-repo/semantics/article TEXT UVaDOC. Repositorio Documental de la Universidad de Valladolid Hispana