Abstract
Online formative assessment is an essential element in the newer model of teaching. Since educators have not yet received proper professional training to use online tools in the classroom, they fall back on more traditional methods. As part of the consequences of the COVID-19 pandemic and national lockdown, educators were confronted with the need to adapt to online assessment. This study presents the experiences of intermediate phase educators using online tools to enact formative assessment in teaching and learning Social Sciences and identifies the online tools that the educators used to conduct an online formative assessment. Interviews were conducted with six Intermediate phase educators teaching Social Sciences based in one district in the Gauteng North Province. Several themes were derived from the data, and five subthemes were identified to report the findings. The results showed that many factors prevented the implementation of online formative assessment in the Intermediate phase. On this premise, educators’ experiences using online tools for formative assessments should be considered when implementing policies.