大学英语是高等教育的重要组成部分,其目的就是为了培养学生的英语应用能力。教学评价则是教学过程的一个重要环节,检测课程与实际教学所达到的教学目标程度。然而在大学英语评价时,采取的都是传统而单一的终结性评价。这种评价方式存在诸多问题,重视最终的结果而轻视其发展过程,导致内容以偏概全,不利于学生的全面发展。因此要对评价模式进行改革,采取多元化的教学评价模式,促进学生的学习兴趣,调动学生的自主能动性。形成性评价就是一种多元化的评价模式,对学生的学习过程和学习结构进行综合的考察,符合当代教学理念。 College English is an important part of higher education, its purpose is to develop students’ English proficiency. Teaching evaluation is an important part of the teaching process, testing courses and the actual teaching to achieve the teaching objectives. However, in the evaluation of college English, the traditional and single final evaluation is taken. There are many problems with this kind of evaluation method, paying more attention to the final result and neglecting the development process, which leads to the partiality of the content and is not conducive to the overall development of students. Therefore, to reform the evaluation model, take a diversified teaching evaluation model to promote students ’interest in learning and mobilize students’ initiative. Formative assessment is a diversified evaluation model, which comprehensively examines the learning process and learning structure of students, which is consistent with the contemporary teaching philosophy.