Active Methodologies and Assessment in Physical Education in Primary Education: revealing the lack of pedagogical coherence

The educational needs of contemporary society place us in a context of methodological renewal. This transformation towards more participatory approaches requires formative assessment processes and a reconsideration of the purpose of grading. In this context, this study focuses on determining whether there is pedagogical coherence in the teaching-learning process by analyzing the relationships between assessment and grading when pedagogical models are implemented in Physical Education. The quantitative study design uses a validated questionnaire called Active Methodologies and Assessment in Physical Education. The study involved 310 Primary School Physical Education teachers. Based on the data, multiple mediation relationships were established between the mediator variable Active Methodologies and the variables Formative Assessment and Grading. The results revealed (1) a significant correlation between variables with pedagogical models such as Service Learning, Attitudinal Style, and the Hybrid model. However, (2) no significant relationships were found in models like Project-Based Learning, Teaching Games for Understanding or the Sports Education model. These findings suggest a week connection between active methodologies and formative assessment in Physical Education classes in Primary Education. This prompts us to reflect on the need to reassess the coherence of teaching-learning processes in order to understand and advance toward integrated and effective pedagogical approaches.