STUDENTS’ OPINIONS ON GOOD ASSESSMENT PRACTICES IN INITIAL TRAINING IN PHYSICAL EDUCATION IN URUGUAY

Abstract

The study aims to identify and understand the meanings and interpretationsthat students from two initial teacher training programs in Physical Education in Uruguay (Instituto Superior de Educación Física and Instituto Universitario Asociación Cristiana de Jóvenes) attribute to good assessment practices carried out by their instructors. Students from both institutes participated, and two data collection techniques were used: an online questionnaire completed by 192 students and 12 semi-structured interviews analyzed through theoretical categories. The results show that traditional evaluation approaches, focused on verifying learning, still dominate the programs, highlighting the importance of active inclusion in the evaluative process. The study concludes that few students view evaluation as a tool for critique and emancipation.

Keywords
Educational assessment; Higher education; Student; Physical Education