Formative assessment is in conformity with the teaching concept of Problem-Based Learning (PBL). It is to make a real-time

dynamic and sustainable observation and evaluation in the whole teaching process. It is helpful to improve learning and teaching continuously. The PBL clinical teaching courses of long-schooling program in our school have obtained the certain effect. It uses the formative evaluation mode. The homemade students mutual table and teacher evaluation table were used in PBL course. Specifically

students’ self-evaluation and mutual- evaluation were made

and then teacher gave some comments in 10 minutes before the end of each class. Every student was scored by the group leader and teacher according to all these abilities

such as the power of expression

question ability

communication skills

coordination skills and the ability to access. At the end of one case study students wrote self assessment reports

and then the teacher wrote reviews

graded and gave feedback to students. However

the final scores was archived as data instead of being part of the course grade. Although PBL course have achieved good results

there are some problems to be improved in order to make the formative assessment applied better in the PBL course. We put forward specific improvement measures and suggestions against the lack of qualified teachers

the impartiality of the self-evaluation and the mutual evaluation of students

and the slack psychology of a few students.