Abstract: Explore in depth the connotation, methods, and content of assessment in medical English courses. By effectively integrating three types of assessment—"assessment of learning" "assessment for learning" and "assessment as learning" , the research seeks to build a multi-faceted and dynamic assessment system closely aligned with the core teaching objectives and content of medical English courses. Through a case study of the Medical English Terminology course, the research specifically illustrates how multi-faceted and dynamic assessment methods can effectively stimulate medical students' learning motivation and promote their comprehensive development in vocabulary retention, professional expression, and medical communication. This research provides specific implementation strategies and methods for assessing medical English courses, which are significant for enhancing course quality, optimizing student learning experiences, and cultivating high-quality medical professionals.

Key words: medical English course, multi-faceted and dynamic assessment, assessment of learning, assessment for learning, assessment as learning