Evaluation in Physical Education : a challenge

Abstract

The evaluation process adopted by the majority of the schools is still related to values that prevail quantitative aspects against qualitative ones, what make people anxious. This anxiety is especially observed on those subjects who have the stigmata resulting from inadequate attitudes on the evaluation practice. According to Luckesi (1998), evaluation tends to receive and integrate the students into their environment, but judgment tends to exclude them. Can the body freedom be quantified and classified? How could the affective domain, the cognitive domain, sociability and dexterity be evaluated? According to Faria Jr. (1986), there is not a separation among the affective, cognitive and psychomotor areas, since during the learning process they direct or indirectly establish themselves. With the purpose of clarifying some doubts, this article searches the best way for understanding the factors that influence the evaluation process in the schools; based on bibliographical references about evaluation on both Education and Physical Education, as well as including the researcher experience of life as a Physical Education teacher either in private or public schools.