Equidad y coherencia en la evaluación de las oposiciones de Educación Física (2023) en la Comunitat

Introduction: Equity and evaluative consistency are key principles in teacher recruitment systems. The extraordinary stabilization process of 2023 in the Physical Education specialty in the Valencian Community provided a relevant context for analysis. Objective: The aim of this study was to examine whether differences in scores were found based on candidates’ sex, the province where the exam was taken, and the evaluating board. Additionally, it analyzed the internal consistency and inter-rater homogeneity among examining boards. Methodology: A quantitative ex post facto design was used with a sample of 1,268 candidates. Descriptive statistics, mean comparison tests (Student’s t-test, ANOVA), and cluster analysis were performed to identify differentiated evaluation profiles. Results: Candidates scored higher on the practical/didactic component than on the theoretical component. No statistically significant differences were found between men and women, suggesting gender-equitable evaluation. However, significant differences were observed between provinces and among examining boards, particularly in Alicante, with a large effect size. Discussion: These findings are consistent with previous research highlighting the lack of standardization in evaluation criteria among boards, which may compromise the objectivity and comparability of assigned scores. Conclusions: It is necessary to strengthen training and coordination among examining boards and to further standardize evaluation criteria in order to ensure a fairer, more coherent, and professionalized selection process.