Abstract

The aim of the research was to understand how the assessment experiences during the school years, along with initial teacher training, have influenced the adoption of assessment approaches by teachers. Semi-structured interviews were conducted, and assessment instruments from ten in-service PE teachers were analyzed. The results reveal changes in assessment practices ranging from school experiences with traditional methods focused exclusively on measuring physical performance to approaches that prioritize the learning process, effort and student attitude. This change began in initial teacher training and was strengthened during the professional practice stage. The research concludes that teacher training and the professional stage are fundamental to the transformation of teaching practice towards more participatory and equitable assessment approaches in Physical Education.