The improvement in the formative assessment on physical education teachers through an instrument for metaevaluation

The present paper is based on the relevance of managing evaluation keys in order to reach a formative value and on how these keys lie on some given features of formative assessment. A self-diagnostic instrument is applied to the teachers that roots in five characteristics of formative evaluation in physical education, hence conforming a didactic metaevaluation way about their evaluation models. A case study about four physical education teachers is carried out through a research-action process between an initial and an experimental didactic units. In the latter, the alternatives designed in a precedent process are applied. The above mentioned metaevaluation instrument and two questionnaires (teaching staff and pupils) constitute the test-posttest design of the study. Such a design is aimed at checking the experimented changes and has verified the self-diagnostic value of the instrument and a teaching change to more formative postulates.