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espanolRESUMEN: Este estudio describe el proceso de evolucion de un docente de educacion fisica desde la perspectiva de los sistemas de evaluacion que ha vivido como alumno y que ha utilizado como maestro. Mediante el relato autobiografico, se analiza la evolucion personal y profesional del autor, los motivos para empezar a utilizar un sistema de evaluacion formativa y el proceso en la implantacion de dicho modelo. A lo largo del relato se puede observar como pasa de un modelo de evaluacion sumativa y calificativa, fruto de su experiencia como estudiante y su formacion inicial, hacia un modelo que toma como base la evaluacion formativa y la practica reflexiva. Este modelo de evaluacion, al servicio del aprendizaje del alumno y de sus consecuencias en la sociedad, se presenta como un nuevo reto coherente con la educacion del siglo XXI. EnglishABSTRACT: This study describes the evolution of a physical education teacher from the perspective of the assessment systems that he experienced as a student and that he has used as a teacher. Through an autobiographical account we analyze the personal and professional evolution of the author, the reasons for starting to use a formative assessment system, and the process of implementing this model. Throughout the narration, a transition can be observed from a model of summative and qualifying assessment, the result of the author’s experience as a student and his initial training, to a model based on formative assessment and reflective practice. This model of assessment, which is practiced in the service of the student’s learning and its consequences in society, is presented as a new challenge that is consistent with education in the 21st century.

¿Por qué Hago Evaluación Formativa en Educación Física? Relato Autobiográfico de un Docente