Evaluative Practices of Physical Education Teachers in the Chilean School System: A Comparative Analysis by Institutional Dependency and Teaching Profile

Abstract

Chile's Teaching Professional Standards define the knowledge, skills, and dispositions that teachers are expected to demonstrate to promote high-quality, inclusive, and equitable learning for all students. This study aimed to examine the self-reported assessment practices of Physical Education teachers in relation to the Assessment and Feedback for Learning Standard, comparing their performance according to school sector and teachers' professional profiles. A questionnaire was administered to a sample of 97 Physical Education teachers from the Metropolitan Region of Chile, 58.8% of whom were women. The results showed a mean score of 97.39 (±9.55). The highest scores were observed for items related to monitoring students' understanding and explaining assessment criteria, whereas the lowest scores were found for items concerning student participation in the assessment process. Teachers working in municipal schools achieved significantly higher scores than their counterparts in government-subsidized private schools (p = 0.024) and independent private schools (p = 0.041). These findings reveal significant differences in the implementation of the Assessment and Feedback for Learning Standard across school sectors in the Chilean education system, with municipal schools demonstrating greater alignment with national policy expectations. Furthermore, the results underscore the need to advance toward more democratic assessment practices by promoting greater student participation in their own learning and assessment processes.