Conceptual and attitudinal content assessment in physical education according to the highest academic degree obtained and the work situation of physical education teachers

Abstract: Introduction: The incorporation of a competency-based teaching-learning model demands alternatives in the assessment processes applied in physical education that contemplate the comprehensive development of the student, focusing both on the development of psychomotor competencies and on the psychological and emotional development of the students, contemplating their plane affective and cognitive. Aim: The objectives set for this research were: (i) analyze which aspects are most valued by physical education teachers when assess conceptual and attitudinal contents and; (ii) analyze the differences in the assessment of conceptual and attitudinal content depending on the highest academic degree obtained and the employment situation of the teaching staff. Methods: A quantitative, comparative and cross-sectional research was carried out. 456 Spanish physical education teachers participated, where 51.9% teach in Primary Education and 48.1% in Compulsory Secondary Education. 20.40% of the teaching staff are interim, 24.12% are hired, and 55.48% work as state officials. To collect information, the Questionnaire on Evaluation Processes in Physical Education #EvalEF was used. The dimension relative to what is assessed at a conceptual and attitudinal level in physical education is analyzed. Results & discussion: Among the results, statistically significant differences are found in 3 of the 9 items studied both according to the academic degree and the employment situation of the teaching staff. Conclusions: Therefore, this research shows that the employment situation and academic training of teachers act as influential factors in the assessment practices carried out.