Formative assessment in Physical Education and its relation to the level of attention of primary school children

Abstract

Introduction. The aim of this study was to analyse the relationship between primary school students’ perception of the Physical Education teacher’s formative assessment practices in terms of their level of attention. Methods. In this descriptive cross-sectional study that included 172 students, attention was assessed through the Perception of Similarities and Differences test and the teacher’s formative assessment practices through the teacher performance questionnaire associated with formative assessment practices whose scores were validated. Results. With regard to gender, Student’s t-test showed no significant differences except for the number of errors in favour of males (p