Abstract: This article employs a questionnaire to evaluate the practices and obstacles of formative assessment implementation among 40 teachers. Formative assessment is acknowledged for its ability to provide timely feedback to improve teaching and learning. The study’s findings show that, while instructors generally appreciate formative assessments, they encounter major impediments such as time limits, high class numbers, and data processing issues. To improve the efficacy of formative assessments, the research suggests continued professional development focusing on practical solutions, as well as structural adjustments to lower class sizes and devote more time to assessment procedures. Meeting these obstacles is critical for using formative assessments to improve educational results and influence instructional decisions. The study emphasizes the need for further research to investigate novel solutions and evaluate the long-term impact of improved formative assessment techniques on student performance.