Diagnostic evaluation in physical education teaching process: A transpositive issue for learning

This study analyzed the results from the diagnostic evaluation and the choices transpositive induced during the implementation of official prescriptions in a situation of class. The composite theoretical anchoring borrowed for this purpose is inspired by concepts federated by the model of evaluation of Godbout (1988) and the anthropological theory of Chevallard's didactics (2018). The Godbout model (1988) allowed to analyze the measuring instruments used by teachers in connection with their judgment on motor skills and performance carried out by the students Then approach the decisions taken at the didactic level. In addition, through the anthropological theory of Chevallard's didactics (2018) we appreciated the reasons that found the transpositive choices made by teachers. 

According to the results, teachers who took into account information from the diagnostic assessment in their planning have shown their epistemological relationship and their professional experiences in their practice. It follows from the transpositive choices which favored the acquisition of knowledge and know-how by their students in the APS teaching objects. In contrast, those who have not taken into account the data collected in diagnostic evaluation are subject to official prescriptions and do not often manage to adapt to the needs of students and the requirements in terms of transpositive choices.