Proposal for Formative and Shared Assessment through Sport Fencing in Physical Education

Abstract

This article presents a self-assessment proposal based on sports fencing as a learning content, aiming to apply shared and formative assessment, design a tool to evaluate the teaching-learning process, and promote both the practice and the conceptual and procedural understanding of this Olympic sport. Traditionally, students' grades were based on physical fitness tests, whereas today, a more competency-based model is pursued, in which students actively participate in their own assessment process. In this context, fencing is introduced as an innovative and enriching pedagogical resource, despite not being a widely practiced sport in Spain. Its inclusion in Physical Education classes not only helps promote the sport but also provides multiple benefits to students, such as improving physical fitness, developing specific technical skills, and fostering strategic thinking, which can be applied to other areas of life. Furthermore, the implementation of a formative and shared assessment approach in fencing instruction, through strategies such as self-assessment, peer assessment, and dialogued grading, enables more meaningful and lasting learning. This approach helps consolidate both technical and tactical knowledge, making it transferable to other areas and optimizing the teaching-learning process for both teachers and students.