Abstract: The evaluation of teaching effect is an essential link in the teaching process. As a medical higher education institution in Xinjiang, for many years, the assessment and evaluation system for medical undergraduate course in our university has been a summative evaluation, ignoring the evaluation of students' learning process. To adapt to the "base-oriented, four returns" and in line with the initial goal of creating a "golden course" in pathology, we have tried for the first time to introduce formative evaluation into pathology curriculum. We have assessed and fed back the learning process of 14 clinical medical students in various forms such as classroom questioning and homework, periodic tests, experimental lesson assessment, comprehensive case discussion and final examination. The results showed that, compared with the corresponding classes without formative assessment, the final examination scores of clinical classes with formative assessment increased by 5.68 points and the pass rate increased by 5.1%. Those of clinical (orientation) classes increased by 6.66 points, and the pass rate increased by 12.24%. This shows that formative evaluation reflects the evaluation and feedback of students' learning process, improves students' learning enthusiasm and teachers' teaching ability, so it can improve teaching effect and pathology teaching quality to a certain extent.

Key words: Pathology teaching, Assessment and evaluation, Formative evaluation