Formative assessment

reflections on inclusive education

Abstract

This reflective essay aims to demonstrate how formative assessment could contribute to the goal of achieving inclusive education in the classroom. It introduces Inclusive Education and Formative Assessment from their theoretical foundations, delving into reflections on how formative assessment could be a tangible response to inclusion in the classroom. Alongside this, as a form of verification, educational proposals of formative assessment developed in school contexts are presented, which showcase results in line with the tenets of inclusive education. To achieve this, a bibliographic analysis was conducted, reflecting on formative assessment in relation to the foundational tenets of inclusive education. In this article, rather than suggesting a new innovative teaching strategy, we propose revisiting an existing element applicable to any educational instance in a school context, formative assessment, to reflect on how it supports the principles of inclusive education within the classroom context, by enhancing learning while respecting and valuing individual differences.

Keywords: Inclusive Education, Formative Assessment, Learning, Student Assessment.