ASSESSMENT OF THE TEACHING-LEARNING PROCESS IN SCHOOL PHYSICAL EDUCATION

Abstract

This article examines the assessment of the teaching-learning process in school Physical Education, focusing on the coherence among learning objectives, criteria, instruments, and assessment records. The study is based on a bibliographic review, bringing together both classical and recent works on assessment practices within this curricular component. The reviewed literature points to recurring difficulties, such as the use of records that are weakly connected to content and pedagogical intentions, as well as the persistence of practices centered on participation and performance. Alongside these limitations, the literature also presents proposals grounded in formative assessment, including portfolios, self-assessment, and image-based records aimed at monitoring students’ learning trajectories. Based on this synthesis, the article proposes an assessment planning matrix aligned with the competencies set forth in the BNCC and with the principles established by the LDB, emphasizing explicit criteria, frequent feedback, and pedagogical documentation as ways to improve assessment in school Physical Education.