Transformación digital en la evaluación de Educación Física: Innovaciones pedagógicas en modalidades presencial y a distancia

Abstract

The research focused on identifying the technological pedagogical innovations that teachers implement during the assessment process in Physical Education, both in-person and distance learning, Educational District 16-07, school year 2022-2023. A quantitative approach was adopted, with a descriptive and non-experimental design, using the deductive method. The sample consisted of four teachers. A 26-item questionnaire with four dimensions was used for data collection: assessment purposes, assessed competencies, assessment strategies, and applied technological innovations. The results show that teachers prioritize the assessment of student progress and development, active participation, teaching effectiveness, and professional performance; knowledge retention and the assessment of cognitive or attitudinal aspects are less attended to. In terms of technological strategies, 50% of teachers use WhatsApp as an innovative resource, while Zoom is used by 25%, demonstrating limited and partial use of ICT. These findings reveal the need to strengthen digital literacy and promote the integration of technological tools in assessment processes in order to improve the comprehensiveness, equity, and quality of learning, adapting to the face-to-face and virtual contexts of physical education.