Perceptions of Learning Assessment in Practicum Students vs. Initial Teacher Education Faculty in Chilean Physical Education: A Comparative Study of Two Cohorts

An education oriented towards learning must necessarily include assessment techniques and instruments that effectively achieve this goal. Currently, assessment has become a crucial element, leading to the promulgation of legal regulations to govern it. This study aimed to explore the perceptions of assessment in three Chilean universities among faculty members vs. practicum students from two cohorts of Chilean Initial Teacher Education in Physical Education (ITEPE) from two cohorts from subsequent moments, with a difference of four years. The study followed a quantitative, cross-sectional, and comparative approach and the sample consisted of a total of 458 participants, including 1st Group: n = 162 practicum students (S1) 2019–20 (M = 22.5, SD = 3.1) and 44 faculty members (FM1) from the same cohort (M = 42.3, SD = 11.2) vs. 197 practicum students (S2) 2023–24 (M = 23.6, SD = 2.2) and 55 faculty members (FM2) from this cohort (M = 40.4, SD = 10.4). Data were collected using the “Questionnaire for the Study of the Assessment System”. The results revealed significant differences between students and faculty regarding the perception of the use of assessment instruments in ITEPE. The 2023–24 cohort students perceived a greater presence of portfolios compared to their peers from four years ago, while faculty from the latest cohort indicated a perception of higher use of traditional exams. In conclusion, it can be observed that decision-making predominantly falls on the faculty, as evidenced by discrepancies regarding feedback and student participation in grade determination. This reinforces the idea that the process remains teacher-centered.