Prescribed Educational Assessment in Higher Education in Physical Education: a comparative study between Brazil (Ufes), Uruguay (Udelar), and Argentina (UNLaM)

um estudo comparado entre Brasil (Ufes), Uruguai (elar) e Argentina (UNLaM)

Abstract

This article aims to analyze how the teaching of assessment is addressed in higher education programs in Physical Education at three public institutions in South America. Methodologically, it is a qualitative research of an exploratory nature, adopting critical-documentary analysis along with the comparative method as its theoretical-methodological approaches. The prescribed curricula of the initial teacher training programs in Physical Education at Ufes, Udelar, and UNLaM were used as sources. We found that, out of a total of 144 courses across the three institutions, 15 include the teaching of assessment both directly and indirectly, with only two specifically proposing this as a general objective for the course. Furthermore, we observed a general tendency for assessment to be used as a tool at the end of the teaching process, typically linked to the scope of learning. At Ufes, we noted a pedagogical focus, resulting in a variety of assessment approaches. In contrast, at Udelar and UNLaM, the emphasis is on measures that favor quantitative analysis. Finally, we observed that there are still few initiatives focused on the teaching of institutional and system assessment, presenting a gap that needs to be addressed in the higher education training of teachers in the field.