The Educational Process of Formative Assessment in Research-Based Professional Practice: Developing the Professional Mode of Action for Inclusion in Physical Culture Graduates.

Abstract

Formative assessment, understood as a systematic, continuous, and reflective educational process integrated into teacher training, constitutes an essential component in the construction of professional performance. This article analyzes its specific application in the development of the professional physical-motor mode of action of students in the Bachelor's program in Physical Culture during Research-Based Professional Practice I (PLI I), conceived as a fundamental educational space. The research was conducted at the "Amistad Cuba-Vietnam" Special School in Santiago de Cuba, a context that allows for the examination of how this educational assessment process, immersed in an inclusive pedagogical setting, contributes to the formation of professional competencies for addressing diversity. The study employs a mixed-methods approach with a descriptive-explanatory scope. Empirical-level methods were used, including observation to visualize student performance in real-world contexts, documentary analysis of the curriculum and program materials, and semi-structured interviews to understand the perceptions of the twelve students in the sample regarding their training experience. The results position the PLI as a crucial educational setting where formative assessment transcends measurement to become a mechanism for regulating and enhancing learning. The research concludes that strategically integrating formative assessment as an educational process with practical experiences in inclusive contexts responds to the demands of the Third Cuban Educational Improvement and the Sustainable Development Goals.