This study aimed to examine the relationship between constructivist assessment techniques and students' academic confidence in Central District, Panabo City, using a parallel convergent mixed methods design. The researcher selected 202 public elementary school teachers through simple random sampling. Quantitative data were gathered using modified survey questionnaires, while qualitative data were obtained through semi-structured interviews. The extent of constructivist assessment techniques was rated as extensive, with peer feedback being the most evident, while application of knowledge was the least evident. Similarly, the extent of students' academic confidence was rated as extensive, with participation in class discussions as the most evident and persistence in challenging tasks as the least. A weak but significant positive relationship was found between constructivist assessment techniques and students' academic confidence, particularly in self-assessment and critical thinking. Qualitative findings revealed that teachers consistently applied constructivist techniques, including practical knowledge application, reflective self-assessment, constructive peer interaction, and critical thinking development. The integration of quantitative and qualitative data demonstrated a strong convergence, highlighting that teachers' use of constructivist assessments fosters students' academic confidence. These findings suggest that constructivist assessments can effectively enhance students' academic confidence, but further support may be needed to strengthen their impact.