¿Por qué hago evaluación formativa en educación física? Relato autobiográfico de un docente

This study describes the evolution of a physical education teacher from the perspective of the assessment systems that he experienced as a student and that he has used as a teacher. Through an autobiographical account we analyze the personal and professional evolution of the author, the reasons for starting to use a formative assessment system, and the process of implementing this model. Throughout the narration, a transition can be observed from a model of summative and qualifying assessment, the result of the author's experience as a student and his initial training, to a model based on formative assessment and reflective practice. This model of assessment, which is practiced in the service of the student's learning and its consequences in society, is presented as a new challenge that is consistent with education in the 21st century.