Analysis of the assessment in physical education curricula in high school

Abstract

The treatment that assessment receives in the curricula is one of the most relevant features because its connotations go beyond didactics. Therefore, the objective of this study was to analyze the evaluative aspects for the subject of Physical Education (PE) in Compulsory Secondary Education comparing the curricula in the 17 autonomous communities. The documentary analysis of the 17 curricula was used through a validated tool that analyzed the 1979 assessment standards of the Autonomous Communities (CCAA) in Spain. For the analysis of results, descriptive statistics were applied with an exploratory objective, as well as correlational techniques to establish associations between variables and multiple regression to determine explanatory models. The results show the use of the standard as a generalized evaluative referent and the absence of specific assessment guidelines in the different assessment criteria applied. The exploratory analysis reveals the prevalence of the cognitive dimension (41.9%) in the standards to the detriment of the motor (29.41%) and socio-affective (28.65%) dimensions. The Educational Globality of the evaluative referents is low (11.13%) compared to those that include two (26.20%) and one dimension (62.67%). The correlational analysis reflects direct and significant relationships between the globality of the curriculum and the percentage dedicated to the motor dimension (r =.671, p =.003) and the efficiency of the curriculum and the motor dimension (r =.758, p =.000); On the other hand, there is an inverse and significant association between the size of the curricula and their overall nature (r =.651, p =.005). The results of the multiple regression show two predictive models in which the motor dimension explains both the Educational Globality of the curricula (p =.01) and its efficiency (p =.012). As a conclusion, another less standardized PE curriculum model seems to be necessary, with more global referents and to guide the teaching staff on more formative assessment practices. Finally, the motor dimension with an integrated character should have a greater presence in the EF curricula.