Formative Assessment of Physical Education Teachers and Self-Concept Level of Primary School Children

Abstract

This study aimed to analyse the relationship between the formative assessment (FA) of Physical Education teachers and the level of self-concept of primary school students. In this descriptive cross-sectional study of 122 schoolchildren, self-concept was assessed using the Piers-Harris Self-Concept Scale and the teacher's formative assessment practices through the teacher performance questionnaire associated with formative assessment practices whose scores were validated. The analysis of bivariate correlations showed that higher values in proactive FA correlated with lower values in physical self-concept and higher values in behavioural, intellectual, and social self-concept (p < .05, for all) and interactive FA with higher values in social self-concept (p < .05). The simple analysis of variance detected statistically significant differences in proactive and interactive FA (p < .05, for all) in favour of those who had a higher level of self-concept. In turn, the linear regression test indicated that higher values in retroactive FA are associated with higher values in social self-concept (p < .039) and, that higher values in proactive FA are associated with lower values in physical self-concept (p < .023). It can be concluded that the FA of the Physical Education teacher can be a differentiating element in the development of self-concept.