Evaluarea formativă ca mecanism de susţinere a practicilor educaţionale incluzive la debutul profesional

The professional debut of teachers represents a decisive stage in which their professional identity takes shape and their capacity to respond effectively to learners’ diversity is progressively developed. Within this context, formative assessment becomes a key instrument that guides beginning teachers toward inclusive and effective instructional practices. This article examines the ways in which formative assessment supports the regulation of the teaching process, the identification of learning difficulties, the valorization of students’ progress, and the support of learners with special educational needs. The comparative analysis between traditional formative assessment and formative assessment adapted for students with SEN highlights the main dimensions and actions required from teachers to ensure inclusive practices during the induction phase.