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The purpose of this study is to analyze teachers' views on the evaluation of physical education as a teaching discipline. The specific objective is to identify the way in which his teachers adapt their learning theories to physical sports and artistic activities. Because his teaching practice is often subject to readjustments during the exhibitions of body movements on the ground. The study was conducted in Brazzaville involving 179 physical education teachers working in high schools. Teachers were interviewed using a questionnaire with open and closed questions that focused exclusively on the operational and conceptual implementations of formative and summative assessments. Then, a field of questioning divided into several items was adapted to the Likert scale of attitude at 4 levels. The results obtained show that the teaching practices of physical education teachers are very varied, there is a persistence on the traditional and summative side of the evaluation. Thus, the formative evaluation is regularly diverted from its initial function, it is noted, and creates a confusion of educational purposes.

The Concepts of Teachers of Brazzaville on the Evaluation in Physical Education in High School