Evaluation in physical education: social representations of teachers from educational establishments in Viña del Mar, Chile

Educational quality in Chile demands integrated efforts that include implementing effective policies to ensure inclusive and quality education. A curriculum that promotes the development of competencies and aligns subjects to contribute to the holistic development of students is essential. From this perspective, physical education must be supported by highly trained teachers, adequate resources, and the promotion of inclusion, in addition to encouraging healthy lifestyles. Evaluation is presented as a fundamental tool to ensure the achievement of these objectives. This research aimed to understand the social representations held by physical education teachers have about evaluation to identify the meanings they attribute to their teaching practice in the school context. The sample consisted of ten teachers working as physical education instructors in schools in Vina del Mar, Chile. Two semi-structured interviews based on the SR model were implemented to reveal the central and peripheral concepts associated with evaluation. Through conceptual analysis, the concepts learning, process and objectives were identified as central or core concepts. At the same time, improvement, planning, progress, and participants emerged as peripheral, pointing to an evaluation focused on learning processes, addressing both educational objectives and the emotional and situational needs of students. It is concluded that understanding the social representations of evaluation allows for developing optimal educational practices within the school system.