ĮvadasRemiantis Bendrosiomis ugdymo programomis (2015), prigimtiniai vaikų fiziniai gebėjimai negali būti vertinimo kriterijumi. Mokinys turi siekti nuolatinio tobulėjimo, ugdyti savo gebėjimus, fizinį parengtumą, todėl kūno kultūros pamokose turi būti vertinamas ne rezultatas, bet pasiekta pažanga. Kadangi kūno kultūros mokytojas gali koreguoti atskiras veiklos sritis, nėra vienos nuomonės apie tai, kas turėtų būti vertinama per kūno kultūros pamokas (technikos ar taktikos veiksmai, teorijos pagrindai Ne meninės pakraipos ir specializuotų muzikos bei meno mokyklų 7-12 klasių mokinių nuomonė apie kūno kultūros pamokų vertinimą

The aim of this study was to assess whether the way of evaluation in Physical Education (PE) classes (i.e. by a mark or being credited as ‘pass’ or ‘fail’) is associated with physical activity (PA) of high school students, and whether there are differences if students are of secondary or performing arts high school. The study involved 486 students of 9–12th grades from three secondary and three performing arts high schools in one of the biggest cities of Lithuania. Analyzing secondary high school students’ PA, estimated by modified International PA Questionnaire, in relation to assessment system in PE, statistically significant (p<0.01) differences were found only in vigorous PA (VPA), i.e. students, who are assessed by marks in PE, are involved in VPA more frequently than those who are being rated ‘pass’ or ‘fail’. A reverse situation was observed in performing arts high school students: more students, who are being rated ‘pass’ or ‘fail’ in PE, are involved in vigorous and moderate PA more frequently comparing to students who are assessed by a mark. We may conclude that the assessment mode in PE classes may influence PA of schoolchildren, but differently for secondary and performing arts high school students.