Objective　To establish a reasonable and effective formative evaluation system based on the characteristics of practical teaching of medical laboratory to evaluate the effect of practical teaching and improve the quality and level of teaching. Methods　A survey and research method was used to screen the elements needed for the formative evaluation system

so as to construct the framework and evaluation indicators of the practice teaching of this specialty. The students from Batch 2016 were scored before and after implementing formative evaluation

and the results were statistically analyzed by paired t test with SPSS 20.0 software. Results　The survey results of a total of 30 teachers (experts) and 121 students in this major were counted. According to the practical characteristics of this major

the evaluation system included two first-level indicators

five second-level indicators

and corresponding third-level and fourth-level indicators. After statistical analysis

students' learning interest

practical ability

self-learning ability

team assistance ability and knowledge development ability were all significantly improved after the implementation of formative evaluation (P<0.01-P<0.05)

and students' enthusiasm for class also increased (P<0.05). Conclusion　It proves that the constructed formative evaluation system conforms to the characteristics of practical teaching of medical laboratory

which helps to improve the effect of practical teaching and lays a foundation for its application in the practical teaching of this professional course.