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The assessment action is assumed as all the activities carried out by the teacher in the interactive phase of teaching, focused on the assessment and reflect the practical thinking of teacher. Although it is understood that this assessment action constitutes a totality, analyzing each of the elements that makeup the assessment (moments, actors, instruments and contents) allows to identify the plots and relationships of a better way. The objective of this study was to analyze the assessment action during a didactic unit of a group of Physical Education teachers of middle and high school of Medellin (Colombia). The research was conducted through a qualitative design, specifically with a methodological approach of multiple case study. The information was collected through observation using audio and video recording of all class sessions of every teacher (a total of) and documentary analysis. Among the main findings are that the summative and accrediting tradition of the assessment strongly influences the assessment action of the teachers. This position is reflected in the collection of unsystematic information, the lack of specific instruments and criteria, especially, in the leading role in awarding the grade and how it permeates the entire assessment process.

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