Evaluation in the teaching-learning process of physical education in the Dominican Republic

In teaching physical education, it is essential to recognize both the strengths and limitations of assessment processes, especially under a competency-based approach. To this end, this study describes the assessment practices of physical education teachers in Regional 05 of the Ministry of Education of the Dominican Republic, given their relevance for optimizing learning. A descriptive design was used and the Questionnaire on the Assessment Process in Physical Education (EvalEF), validated in 2021 with a reliability of α = .94 for primary and secondary education, was applied. The survey was administered to a stratified probability sample of 153 teachers, and the data was subjected to correlational analysis using Pearson's coefficient. The results show significant correlations around purpose, advance planning, and the assessment of motor, conceptual, and attitudinal content; however, they reveal a lack of participation and contributions from other stakeholders in the training process. These observations underline the need to incorporate more inclusive evaluation models that integrate the perspectives of students and other educational agents to achieve a more complete and collaborative assessment