This study examined the implementation strategies, challenges, and effectiveness of the Rapid Mathematics Assessment (RMA) as a formative assessment tool intended to enhance learners’ mathematical competence, as facilitated by teachers in the Panganiban District, Schools Division of Catanduanes. Guided by Black and Wiliam’s (2023) Formative Assessment Theory and Vygotsky’s Constructivist Learning Theory (Kaur & Natarajan, (2022), the study utilized a descriptive-correlational quantitative design to determine how RMA strategies, covering assessment design, frequency, feedback, and instructional integration, relate to perceived effectiveness and encountered challenges. Data were gathered from 71 mathematics teachers across twelve public schools using a validated researcher-made questionnaire. Statistical analyses included weighted mean and Pearson correlation. Results revealed that teachers “highly implemented” the RMA (GWM = 3.62), with assessment design and feedback rated as highest. Despite frequent challenges (GWM = 3.51), such as learner readiness, workload, and time constraints, teachers perceived the RMA as “very effective” (GWM = 3.51) in enhancing mathematical proficiency, conceptual understanding, problem solving, and real-life application. Significant positive correlations were found between implementation strategies and both challenges (r = 0.721) and effectiveness (r = 0.648), but challenges showed no significant correlation with effectiveness (r = 0.053). These findings highlight teachers’ resilience and adaptive capacity in sustaining RMA effectiveness despite contextual limitations. The study concludes that effective and consistent implementation of formative assessment strategies directly strengthens mathematical learning outcomes. A strategic intervention plan was developed to improve RMA application through targeted professional development, resource provision, and feedback driven instructional integration.

Keywords: formative assessment, rapid mathematics assessment, feedback, instructional integration, mathematical proficiency, Catanduanes