In recent years, the assessment in the field of physical education has sparked dialogue, discussion and concern among various educational entities. This is primarily because it seems to struggle to transcend the technical rationality inherent in this didactic process. In light of this context, the present manuscript employed documentary analysis and draws from an educational experience in higher education. Its objective is to propose a perspective on the development of evaluation as a phenomenon and a proposal for reciprocal action, enabling physical education students to play an important role in shaping their learning and teaching processes. This is achieved through democratic, authentic, and reciprocal relationships that enable a discussion of the criteria, form, application, and results of a systematic educational process. We hope that this contribution serves to add to the reflections and foundations of an assessment based on authentic learning, always from a place of respect, trust, responsibility, and the democratization of knowledge.