目的 实施内科护理学形成性评价并评价其效果。 方法 选取2016级40名护理专科生为对照组,形成性评价包括课堂表现、平常作业和实践考核;2017级47名护理专科生为试验组,以在线学习平台为基础设计并实施内科护理学形成性评价体系,包括学生学习访问次数、在线自主学习情况、课堂表现、学习互动和线上阶段性测验。 结果 试验组学生在线学习平台访问总量达13 576次,视频类、文档类学习资源完成率分别为46%、35%;课堂抢答和在线组间互评参与率分别为68%、19%;阶段性测验完成率分别为79%（第一学期）、95%（第二学期）。第一学期期末试验组和对照组的内科护理学总成绩分别为（69.81±13.23）分和（71.12±4.85）分,组间比较无统计学差异（P>0.05）。第二学期末试验组和对照组的内科护理学总成绩分别为（81.38±3.96）分和（71.63±5.09）分,试验组成绩优于对照组（P<0.05）。 结论 在线形成性评价反馈结果更全面客观,有利于提高学生的学习兴趣,但存在在线学习资源库建设与更新受网络环境限制及学生自主学习能力不足等问题。

Objective To explore the effects of online formative assessment applied in Medical Nursing. Methods Forty students of Grade 2016 were enrolled as the control group. Formative assessment in the control group included performance in the class,homework,and practical assessment. Forty-seven students of Grade 2017 were recruited as the experimental group. Based on the online learning platform,the formative assessment was designed and implemented. The formative assessment in the experimental group included the number of platform visits,online self-learning,performance in the class,online learning activities involvement,and online examination. Results The total number of online platform visits was 13 576 for the experimental group. The completion rates of video learning and document learning were 46% and 35% respectively. The rates of class participation and online group mutual evaluation were 68% and 19%,respectively. The completion rates of online assessment were 79% and 95% respectively. There was no significant difference in the examination scores of Medical Nursing between the experimental group（69.81±13.23） and the control group（71.12±4.85）at the end of the first semester. The score of Medical Nursing in the experimental group（81.38±3.96） was better than that of the control group（71.63±5.09） at the end of the second semester（P<0.05）. Conclusion The online formative assessment is more comprehensive and objective. It is conducive to promoting students’ interest in learning. However,the construction and updating of online learning resource,the limitation of the network environment and the insufficiency of students’ autonomous learning ability are the limitations.