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ring in nursing should learn not only  nursing  English  language  but  also  nursing  skills.  They  experience  more  anxiety  and frustration in nursing English than any other nursing professional course and required courses. If  the  teachers  simply  adopt  standardized  examination  as  the  main  means  of  evaluation,  it would  be  difficult  to  make  nursing  English  teaching  effectively  and  improve  the  students' language skills.  
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Chapter II Literature Review

In  this  chapter  a  simple  review  of  literature  related  to  this  experimental  study  is presented  which  covers  two  major  areas:  the  introduction  of  formative  assessment  and previous research on the application of formative assessment in English teaching. All that is to reveal  a  comprehensive  picture  of  the  theoretical  and  empirical  background  to  the  present study. 

2.1 Introduction to Formative Assessment 
Assessment mainly deals with the measurement of the ability of a student as well as the quality  or  success  of  a  teaching  course.  Bachman (2004) defined assessment as “A process of collecting information about something that we are interested in, according to procedures that are  systematic  and  substantially  grounded”.  As  to  formative  assessment,  it  was  first  put forward  by  Scriven,  the  famous  American  expert  on  evaluation.  “Those  assessments  which are  interactive  and  used  primarily  to  form  or  alter  an  ongoing  process  or  activity  are  called formative  assessment.”  (Scriven,  1967).  He  mainly  emphasizes  the  interactive  and  ongoing process in the procedure of assessment. It is an adjustment of the process in order to improve the effectiveness.Bloom of Chicago university states that formative assessment is the using of systematic evaluation  in  the  process  of  course  establishment,  teaching  and  learning  (Bloom,  1987). According  to  Bloom,  formative  assessment  is  the  necessary  supplementary  guidance  for improving the teaching-learning process for students by providing frequent, ongoing feedback information and the intermediate results they grasped. Professor Chen Yukun (1999) holds the view that “Through the diagnosis of the education program or plan, education process and the problems  existing  in  the  activities,  formative  assessment  will  provide  feedback  for  the ongoing  education  activities  in  order  to  improve  the  assessment  quality  of  the  ongoing activities. ” 
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