The so-called formative assessment refers to a comprehensive assessment of learners' learning process, a phased assessment of learners' learning achievements and a phased test of learners' learning goals, which is an important part of curriculum evaluation. Formative assessment has a clear purpose: (1) it can effectively monitor the management of teaching process. The notable feature of open education mode is "openness". It provides learners with more learning opportunities and conditions, which can well meet the requirements of personalized and lifelong learning, but "openness" does not mean "letting go", let alone "emptying" learners' learning process. The essence of education is to emphasize the cultivation of learners and the formation of learners' good learning ability, and finally acquire certain knowledge and skills. "Rome wasn't built in a day", which requires some learning. It is by no means "overnight". Through the formulation and implementation of scientific formative evaluation, effective monitoring of the teaching process can be realized. (2) It can improve the relative separation of teaching time and space. In open education, teaching and learning are relatively separated in many aspects, such as the separation of lecturers from face-to-face tutors, the separation of lecturers from learners, and the separation of teaching and examination. In addition, open education requires teaching to be organized according to majors, and learners focus on autonomous learning, and there are no fixed classes, which has caused certain difficulties in the comprehensive communication between teaching and learning under open education. Therefore, formative assessment is stipulated and implemented, and the information of teaching and learning is fed back by reasonably designing the content of formative assessment, so as to improve the pertinence of teaching, thus alleviating many contradictions caused by the disconnection between teaching and learning, teaching students in accordance with their aptitude and realizing a certain degree of communication between teaching and learning. (3) Meet the requirements of quality education. Under the condition of open education, if only the form and content of the one-time final exam are used to determine learners' academic performance, it will inevitably lead to "exam-oriented teaching", face-to-face tutoring teachers "teaching for exams" and learners "learning for exams". By highlighting key contents, guessing topics and memorizing, they will cope with learning and assessment, ignoring the learning process and learning. Changing the original intention of face-to-face tutoring will not be conducive to the cultivation, formation and improvement of learners' comprehensive ability and comprehensive quality, that is, learners can pass the exam and obtain the corresponding diploma, but they have not mastered the knowledge and skills well and have not formed a good "learning ability", which will be the sorrow of open education. Therefore, it will adjust its content in time through formative evaluation, and constantly reflect on the society. According to the learners' reality, we will investigate the learners' learning situation and the phased effect of learning, and comprehensively assess the learners' learning ability, understanding ability, application ability and innovation ability, and finally achieve the goal of "pilot reform of talent training mode and open education". Formative assessment includes big homework, experiment, daily homework, classroom discussion, group study, online discussion and so on. Through formative assessment, we can effectively extend classroom face-to-face tutoring and supplement the shortcomings of classroom teaching and teaching materials, fully understand and master learners' learning process and learning effect, thus strengthening effective monitoring of autonomous learning, which is of great significance to truly show learners' autonomous learning mode in open education, embody the characteristics of "teacher-led, students-centered" and realize the improvement of students' comprehensive quality and ability in open education. It is of great significance to fully realize quality education. 2. The evaluation principle of formative assessment results is the quality control of learning process. To establish and improve an effective control system, we must first establish a scientific and reasonable evaluation principle, which is not only the basis for the control of formative assessment results, but also the measure for the teaching management department to evaluate the effectiveness of the control system. At the same time, it is also the standard to judge the authenticity and authority of formative assessment results. (1) purpose. Formative assessment is an important part of curriculum assessment, and its purpose is to ensure that the teaching process of open education is completed on time, and the evaluation of assessment results is one of the powerful means to achieve this goal. Therefore, the completion of formative assessment should be linked to the qualification of the final exam of the course. That is to say, those who do not participate in formative assessment or fail formative assessment (70 is the passing line) cannot participate in the final exam of this course in the current period. Only this compulsory provision can ensure that the teaching process of open education is not "empty", that the teaching quality of open education can be guaranteed, that the requirements of quality education can be fulfilled, that students can be prevented from studying only for exams, and that their time and energy are concentrated on "general review" at the end of the term. "One-time" exam-oriented teaching. (2) Integrity. Formative evaluation is a comprehensive evaluation of learners' learning process, and its contents and achievements should reflect the characteristics of open education and meet the requirements of quality education. Therefore, its content should be composed of homework (big homework, usual homework), autonomous learning, discussion, group activities and so on. In order to fully reflect their learning process, they are making formative evaluation. 20%, 10%, 10%.(3) Achievements. Formative assessment is a phased test of learners' learning objectives, and its contents must meet the standards, such as the completion rate of homework 100%, the implementation rate of autonomous learning plan above 80%, the participation rate of discussion above 90%, and participation in group activities. And determine the compliance rate, the overall compliance rate. Only by item-by-item decomposition can it be clear, specific and easy to operate. School Yao makes full use of this "power" and makes good use of this power to effectively serve and manage the whole process. (4) timeliness. Formative assessment is a phased assessment of learners' academic performance. It is necessary to emphasize the timeliness of formative assessment. The head teacher and the classroom teacher must have a timetable to complete the formative assessment according to the teaching process. Students should complete the corresponding learning process and content within a limited time, and those who exceed the limit will be punished. For example, normal operation, which is completed in normal time, is counted as100%; More than 1 week, only 70% of the corresponding results; More than two weeks, only 50% of the corresponding results; For students who exceed the limited time by four weeks, the grade of this assignment will be counted as zero. Those who fail to complete their homework at ordinary times (the passing line is 70 points) will be disqualified from the course examination. The time limit for other formative assessments will be analogized. (5) authenticity. Authenticity is the life of formative evaluation work and results, and a strict assessment system must be formulated. For example, homework must be done in the homework materials or special homework books issued by superiors, and students are not allowed to do it themselves. People on business trips or foreign students can submit them by email or mail. Autonomous learning should have pre-school plans, completion records at school and after-school supervision, and should be signed by the group leaders and deputy heads. Discussions and group activities can be based on the details they recorded as the basis for measuring their authenticity. (6) innovation. The design of formative assessment content should also reflect the requirements and characteristics of quality education. When determining the assessment results, students who creatively answer questions, analyze problems and study and solve problems are rewarded to encourage students' initiative and creativity, stimulate students' learning potential and improve their learning enthusiasm. Schools should set up corresponding incentive funds.