Abstract-This study was aimed at investigating the effect of interaction between the form of formative assessment and learning autonomy on learning achievement after controlling mathematical logical intelligence. The forms of formative assessment used in this study consisted of portfolio assessment and essay assessment. This study was conducted at Mathematics Education Department of Universitas Pendidikan Ganesha in Integral Calculus course using 2x2 treatment by level and involving 88 students who were selected by random. The data were analyzed by two way covariates analysis after mathematical logical intelligence was controlled. The result showed that there was an effect of interaction between the form of formative assessment and learning autonomy on learning achievement after logical mathematical intelligence was controlled. The students with a high learning autonomy were more suited to the learning process with portfolio assessment, while on the students with a low learning autonomy was more suited to the learning process with essay assessment.