{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,17]],"date-time":"2026-03-17T07:32:52Z","timestamp":1773732772638,"version":"3.50.1"},"reference-count":36,"publisher":"IntechOpen","isbn-type":[{"value":"9780850148657","type":"print"},{"value":"9780850148640","type":"electronic"}],"license":[{"start":{"date-parts":[[2025,1,22]],"date-time":"2025-01-22T00:00:00Z","timestamp":1737504000000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/3.0\/legalcode"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"abstract":"<jats:p>Evaluation in physical education encompasses three stages: initial, formative and summative. The initial assessment diagnoses the level of knowledge and skills of students and can be identified as a starting point. Formative assessment is continuous and occurs throughout the teaching\u2013learning process, providing constant feedback and allowing adjustments in teaching to better meet students\u2019 needs. Summative assessment (final evaluation) occurs at the end of a stage, with the aim of measuring progress and acquisition of skills throughout the process. They not only measure students\u2019 performance but also guide the development of their physical and cognitive capabilities in a more efficient and personalized context.<\/jats:p>","DOI":"10.5772\/intechopen.1008497","type":"book-chapter","created":{"date-parts":[[2025,1,23]],"date-time":"2025-01-23T13:16:04Z","timestamp":1737638164000},"source":"Crossref","is-referenced-by-count":1,"title":["Perspective Chapter: Evaluation Models in Physical Education in Portugal"],"prefix":"10.5772","author":[{"given":"Jorge","family":"Santos","sequence":"first","affiliation":[]},{"given":"Marco","family":"Batista","sequence":"additional","affiliation":[]},{"given":"Miguel","family":"Rebelo","sequence":"additional","affiliation":[]},{"given":"Jo\u00e3o","family":"Serrano","sequence":"additional","affiliation":[]},{"given":"Jo\u00e3o","family":"Petrica","sequence":"additional","affiliation":[]},{"given":"Samuel","family":"Hon\u00f3rio","sequence":"additional","affiliation":[]}],"member":"3774","published-online":{"date-parts":[[2025,1,22]]},"reference":[{"key":"ref=1","unstructured":"Perrenoud P. N\u00e3o mexam na minha avalia\u00e7\u00e3o! Para uma abordagem sist\u00e9mica da mudan\u00e7a pedag\u00f3gica. In: Estrela A, N\u00f3voa A, dir. Avalia\u00e7\u00f5es Em Educa\u00e7\u00e3o. Lisboa: Novas Perspectivas; 1992. pp. 155-173"},{"key":"ref=2","unstructured":"De Ketele J. Cap. 2: Evaluar para educar: \u00bfpor qu\u00e9?, \u00bfqu\u00e9?, \u00bfqui\u00e9n?, \u00bfc\u00f3mo? In: Observar para educar. Madrid: Visor; 1984. pp. 13-27"},{"key":"ref=3","unstructured":"Peralta M. Como avaliar compet\u00eancias. In: P. Abrantes P, Ara\u00fajo F, org., Avalia\u00e7\u00e3o das aprendizagens\u2014Das conce\u00e7\u00f5es \u00e0s pr\u00e1ticas. Lisboa: DEB; 2002"},{"key":"ref=4","unstructured":"Estanqueiro A. Boas Pr\u00e1ticas na Educa\u00e7\u00e3o\u2014O Papel dos Professores. 1\u00aa ed. Lisboa: Editorial Presen\u00e7a; 2002"},{"key":"ref=5","doi-asserted-by":"crossref","unstructured":"Bennett R. Formative evaluation: A critical review. 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