Evaluation practices of physical education teachers in Villavicencio

Abstract

 A description is made of the evaluative instruments implemented by Villavicencio teachers when evaluating learning. The objective of this study was to determine what evaluation practices are implemented by teachers in the area in the city, especially the follow-up of students with motor learning difficulties, since it is necessary to understand if the formative evaluation moves away from the traditional view of classifying individuals, between those who have the conditions and those who do not, since evaluation is a process of understanding and improvement of both teaching and learning. The type of study that was implemented was a qualitative approach and descriptive methodology, because a direct knowledge of reality was sought, through the observations that the researchers made during the field trips, in which they investigated the type of evaluative practices than physical education teachers. With this research it was possible to establish that teachers do not design evaluation instruments that allow them to monitor students with learning difficulties.