Traditional assessment and its consequences. A case in the hegemonic Physical Education

Abstract

The discourse of performance in Physical Education continues to produce in the assessment a series of techniques and decisions for the measurement and grading of the students. Physical-sports tests are used in the school context with considering the consequences they often have. This case study, using a qualitative methodology, aims to show the experiences and interpretations made by the 1^st year Baccalaureate students, and the respective teacher, about this fact. A total of 14 semi-structured interviews were conducted in other for data collection, plus a two-month participant observation recorded in a field diary. As the results illustrate, the feelings expressed present a dichotomy between student’s tests, and those who feel frustrated after taking them, largely determined by their level of ability. The teacher, for his part, shows a stronger need to equalize the tests and to shelter behind it presume neutrality. The conclusions highlight the need to reflect on the consequences of practices that are still being reproduced to move towards more formative and participatory assessment processes.