Challenging the Implementation of Formative Assessment in Chinese Higher Education

Being increasingly implemented in China’s higher educational context,formative assessment becomes emphasized in many policy initiatives.Formative assessment in China educationally borrows many key principles from Western contexts which may cause the challenges in the implementation of formative assessment in Chinese higher education from three aspects:sociocultural context,teachers’knowledge,understanding and practices of formative assessment,and students’involvements.To meet these challenges,some possible suggestions are given which may help further study on this issue.