This article analyses, qualitatively and critically, the assessment system used by the Chilean Education Ministry for the quality measurement of Physical Education as a subject in the school curriculum. Generally, the analysis procedures used follow the fragmentation and articulation proposals from the "Grounded Theory". The conclusion is that such a system does not answer to a quality concept previously specified. It shows an important conceptual limitation in the health/physical condition relationship. It establishes an assessment logic that is very limited as far as training purposes are concerned and at the same time generates some professional underrating for the teachers.