Autoevaluación y heteroevaluación del proceso didáctico de la clase de educación física

Abstract

One of the key components to guarantee the quality of the didactic process of a Physical Education class is related to educational evaluation; an assessment in which direct participation agents are integrated, which makes it possible to know its context from the individual perceptions of the evaluators. The objective self-evaluation of the Physical Education teacher allows to identify their strengths and weaknesses in didactic performance; on the other hand, the hetero-evaluation of the students provides a substantial perspective, on which to make value judgments and global decisions about the reality of the Physical Education class. This research work refers to the self-evaluation and hetero-evaluation of the didactic process of the Physical Education class, in different educational units of the city of Cuenca-Ecuador. The study populations were made up of Physical Education teachers and students from the Basic Middle, Basic Upper and the Unified General Baccalaureate level. The results of the self-evaluation reflect that the teacher's attention to the teaching-learning process is far from ideal, while the hetero-evaluation denotes negative results in certain items due to the context of the students