Tell me how much you run and I'll tell you what grade you deserve. Assesment in Chilean Physical Education.

Abstract

The importance of assessment as a defining element in every educational process necessitates an exploration of the experiences of prospective Chilean teachers during their school training. This study identifies meanings, feelings, and consequences associated with the use of physical fitness tests in Physical Education. Through a narrative study, an inductive categorical analysis was applied to the accounts of 60 prospective teachers specializing in various Pedagogy fields. Results indicate a high prevalence of physical fitness tests for assessing and grading the subject, leading to stress and feelings of anxiety. Students with low levels of physical fitness expressed frustration, demotivation, and insecurity, to the extent of dropping out of the class with various justifications or excuses. Conversely, those with good physical fitness levels and skills aligned with required standards found motivation and satisfaction in the tests. In conclusion, the emotional impact of physical fitness tests used for grading in Physical Education affects all students, particularly those with lower fitness levels. Feelings of frustration and discomfort prevail in these cases, stemming from negative experiences with the subject.