This article examines foreign and domestic research on the preparation of physical education teachers for assessment activities. The analysis of scientific literature reveals that the concepts of “assessment” and “mark” are often used interchangeably. The article focuses on the functions and features of a teacher’s assessment work and attempts to clarify its essence.

Drawing on previous studies, the paper explores technologies for involving students in self-assessment and identifies key stages of this process: preparatory, goal-setting, action, control-evaluation, reflexive, and design stages. Furthermore, the essential skills required for a teacher to successfully implement assessment activities are outlined. These include: defining the subject of assessment; accepting the subject of assessment; the ability to align the subject of assessment with specific criteria; choosing the appropriate form of assessment; and ensuring that the student comprehends the evaluation.

The essence of a physical education teacher’s assessment activity is defined as systematic monitoring, evaluation, and development of student’s physical fitness, motor skills, athletic abilities, and in-class activity. The main directions of this assessment activity are also determined.