The present manuscript analyzes the implications of Decree 67/2018 regarding evaluation, grading, and school promotion in Chile, with an emphasis on the influence of Initial Teacher Education in Physical Education (FIPEF) and Continuing or Permanent Education (FCP). It addresses the importance of Formative Assessment in the teaching-learning process, as well as the promotion of diversified teaching, where teachers adopt a reflective stance in response to new assessment demands. Through a theoretical and contextual analysis, it highlights the need for pre-service teachers to develop assessment competencies aligned with current regulations, and advocates for reflective teaching as a practice that can contribute to a paradigm shift in assessment approaches. The text raises concerns about the persistence of traditional assessment practices and suggests the importance of developing curricular proposals that can counter these limitations, promoting Reflective Practice as a means to transform these practices.