In the classroom, teachers need to evaluate students based on their individual learning characteristics, tailoring their assessment methods to each student's unique needs. American psychologist Bloom classified educational evaluation mainly into three types based on its functions.They are diagnostic assessment, summative assessment and formative assessment respectively. Since the teaching process determines the teaching outcome, formative assessment should become the foundation and key component of the teaching evaluation.Xie Na (2010) pointed out that evaluating students' performance in their daily learning process, the achievements they have made, as well as their emotions, attitudes, and learning strategies reflects a significant advantage compared to summative evaluation. In the field of foreign language education, formative evaluation research emerged in the early 21st century. Driven by policies such as "Teaching Requirements for College English Courses" (2004) and "English Curriculum Standards for Compulsory Education" (2022 edition), it gradually became a hot topic (Yuan Shuhou&Shu Dingfang, 2017). Many scholars have conducted research and discussions on formative evaluation. This article provides a review of such research.
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