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INTRODUCAO: Consideramos que um bom programa de ensino, vivencia e aprendizagem tenha em sua elaboracao e planejamento uma boa proposta de avaliacao continua para sucesso dos alunos e do professor. OBJETIVO: Descrever os instrumentos avaliativos elaborados por professores de Educacao Fisica a partir de uma proposta de ensino do badminton para adolescentes em um programa no contraturno escolar. METODOS: O cenario para aplicacao do projeto ocorreu em uma instituicao publica de ensino basico municipal da cidade de Sao Paulo, com a participacao de 15 discentes do ensino fundamental II dos 8o e 9o anos. As atividades ocorreram ao longo dos quatro bimestres do ano de 2019, entre os meses de marco e dezembro, compondo 72 aulas teoricas e praticas, incluindo avaliacoes diagnostica, formativa e somativa. RESULTADOS: Para a avaliacao diagnostica foi elaborado um instrumento com o proposito de entender a intencao e expectativa do aluno sobre a participacao do projeto e ainda, e o conhecimento sobre os esportes de raquetes. Alem disso, foi aplicado um mapa mental para avaliar aspectos historico-culturais do badminton. Para a avaliacao formativa elaboramos dois instrumentos para avaliacao tatica-tecnica e realizamos rodas de conversa e observacoes como instrumentos para avaliar o aspecto socioeducacional dos jogadores. Por fim, foi elaborado para avaliacao somativa um questionario com a intencao de verificar se as expectativas iniciais foram atendidas ao final do projeto. CONCLUSAO: A partir da experiencia observada, vivida, problematizada e avaliada, apresentamos diferentes instrumentos de avaliacao nas diferentes etapas do projeto de badminton na escola: diagnostica, formativa e somativa. ABSTRACT. Possible strategies for assessing learning about sport in badminton project at school. BACKGROUND: We believe that a good teaching, experience and learning program has in its elaboration and planning a good proposal for continuous assessment for the success of the students and the teacher OBJECTIVE: To describe the assessment instruments developed by Physical Education teachers based on a proposal to teach badminton to adolescents in a program during the school shift. METHODS: The scenario for the application of the project took place in a public institution of municipal basic education in the city of Sao Paulo, with the participation of 15 students of elementary school II of the 8th and 9th years. The activities took place over the four two month blocks of the year 2019, between the months of March and December, comprising 72 theoretical and practical classes, including diagnostic, formative and summative assessments. RESULTS: For the diagnostic evaluation, an instrument was elaborated with the purpose of understanding the student’s intention and expectation about the participation of the project and also, the knowledge about racket sports. In addition, a mind map was applied to assess historical and cultural aspects of badminton. For formative assessment, we developed two instruments for tactical-technical assessment and conducted conversation and observation rounds as instruments to assess the socio-educational aspect of the players. Finally, a questionnaire was prepared for summative assessment with the intention of verifying whether the initial expectations were met at the end of the project. CONCLUSION: Based on the observed, lived, problematized and evaluated experience, we present different assessment instruments at the different stages of the badminton project at school: diagnostic, formative and somative.

Possíveis estratégias de avaliação da aprendizagem sobre o esporte em um projeto de badminton na escola