This study analyses to which extent formative and shared assessment experiences received during their Physical Education Teacher Education (PETE) can influence to put into practice this type of systems in Physical Education teachers in Primary Education. A mixed methodology has been used, with a reduced sample. The data collection techniques are: closed questionnaire with Likert-type scale, semi-structured interviews and a focus group. In the first place, the questionnaire is applied to the whole sample, so that the results obtained help us to select a small sample for semi-structured interviews. The quantitative data are analyzed with the SPSS 20.0 program and the qualitative ones with the Atlas.ti. The results to indicate that there is some transference between the assessment systems lived in PTE and those that are later used later when they are Physical Education teachers in Primary; but it seems that the strongest influence is In-service Teacher Education, so it seems necessary to conduct more research in this regard. The physical education teachers of this study are convinced of the advantages of using formative and shared assessment systems in all educational areas, both for students and teachers.

Formative assessment; Shared assessment; Teacher education; Physical education, Educational change.