In accordance with students' learning needs and future professional development

individualized practices of formative assessment are analyzed in terms of diverse evaluators

accumula-tive learning contents

after-class tutoring

thus to maximize student's learning potentials

to be capa-bility-oriented

to make students highly qualified and competent for their future clinical position and academically developed. Additionally

the assessing competence of teachers is vital to the successful implementation of formative assessment. Importantly

each medical university can explore further into the practice of formative evaluation

based on the orientation of itself.