Do we really assess learning in physical education? Teachers' perceptions at different educational stages

Background: Assessment is connected to the way teachers approach and understand physical education. Purpose: To assess teachers' perceptions on assessment in different educational stages. Method: Seven experienced physical education teachers from each educational stage (Primary, Secondary and University), and eight Physical Education Thacher Education students participated. A qualitative research design was followed. Results: Primary education teachers advocated for an assessment based on games and play, and they believed that it was not necessary to involve pupils. Secondary education teachers confused assessment with grading, focusing on fitness and sport testing and advocated for an exclusive teacher implementation. University teachers linked assessment to learning and highlighted the need to be transparent. Finally, future physical education teachers encouraged a change, believed that assessment is a complex element of teaching and highlighted the context where assessment will be implemented. Conclusion: Assessment is viewed differently depending on the stage with no common traits.