This article proposes an evaluation model to promote the inclusive education as the only valid for the democratic societies. Democracy is inclusion. Nowadays the traditional procedures to assessment, are promoting homogenization of the population when they no respect their singular differences, these last ones are increasingly recognized and valued as a social enrichment. This way , a very considerable part of the population is excluded from the system, first  from school system and then from social system, because they don't adjustment to the standard levels understood to the academic performance, regardless of the progress that must occur in the many skills that each person possesses.

The incorporation of basic competences in the present education system reinforces the idea of introducing a variety of techniques and tools to evaluate students' progress, especially in obligatory education. Thus the evaluation as a critical curricular element, can contribute effectively to improve teaching and learning processes and, consequently, the quality of education for all.

Problematic situations that happen today in educational institutions are considered, most of them are due in large part by the type of evaluation applied. Finally, it reflects on the impact of external evaluations in the operation of inclusive schools.

Inclusive education, continuous assessment, formative assessment, external evaluation, universal assessment design, inclusive curriculum.