| Assessment is considered a very significant factor in English teaching. Much negative influence wrought by summative assessment which is widely used now has been realized by educators. Formative assessment emerged under humanism and constructivist theory of learning, which is being accepted and used in English teaching in China. There are lots of research focusing on formative assessment in middle school. As lifelong learning is getting more and more important, more and more adult learners come back to school to learning English. There is little research about formative assessment in adult English teaching. This thesis intends to study the influence of assessment on adult learners and explore how formative assessment strategies can be used in adult English teaching. In many L2 learner's factors, metacognitive strategies, motivation and affect are that the author is particularly concerned. The results of this study showed that using formative assessment is more effective to aid adult learners to master metacognitive strategies, strengthen motivation, form positive affect and improve English achievement.Chapter One introduces the changing role of assessment and identifies summative assessment and formative assessment and presents a comparison of the two. Chapter Two reviews the theories related to formative assessment and adult education. Chapter Three reviews the studies related to formative assessment and adult education, and presents some useful formative assessment strategies. Chapter Four reports an experimental study-applying formative assessment strategies in adult English class and discusses the results of the research. Finally, Chapter Five serves as a conclusion based on the findings of the study and presents the limitations of the study.
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