Objective: To learn the differences in the opinions of college teachers and students on formative academic assessment in our country. Methods: We investigated the suggestions and opinions of the teachers and students of 19 universities across the country on the implementation of formative assessment by using a questionnaire survey. Results: The students" ideal peacetime grade were significantly higher than those of the teachers (30.0±14.9 / 26.3±14.7, p<0.001). There is a difference of the ideal composition of the peacetime grade between the students and the teachers. Students think that homework, daily quizzes, class presentation and discussion after class should be included in the peacetime grade, while teachers think that classroom questioning should be included in the peacetime grade (p<0.05). Students believe that the current difficulties in formative assessment are mainly due to the limited assessment methods and non-standard assessment, while teachers believe that the difficulties in formative assessment are caused by students" ignorance (p<0.05). Compared with students, teachers are more supportive of the integration of formative assessment into academic performance, and more supportive of using of formative assessment in teaching (p<0.05). Conclusion: There are obvious differences in the views of college teachers and students on formative academic assessment. It is necessary to seek common ground while reserving differences, and promote the smooth development of formative academic assessment.