本研究以多元智能理论、建构主义学习理论为理论基础,构建基于混合式学习模式的非英语专业研究生英语学习的评价体系,采用问卷调查及访谈的方法收集数据,使用spss 17.0进行数据分析,研究形成性评价与学习自主性的相关性。研究发现,学生对于实施形成性评价的总体接受度和认可度较高,形成性评价实施前后的学生自主学习情况在八个维度上均有显著差异,学生学习自主性显著提高。 Based on the theory of Multiple Intelligences and Constructivism Learning, this study constructs the evaluation system of non-English majors’graduates’English learning based on the hybrid learning model, collects the data by means of questionnaires and interviews, and uses spss 17.0 to analyze the data. Relevance of formative evaluation and learning autonomy. The study found that the overall acceptability and recognition of students for the implementation of formative assessment is higher, the situation of students ’autonomous learning before and after the formative evaluation is significantly different in all eight dimensions, and the students’ learning autonomy is significantly improved.