Abstract
Formative assessment (FA) can potentially provide valuable insights into learners' conceptual knowledge of Euclidean geometry and contribute to the development of appropriate assessment activities which focus on developing a conceptual understanding of Euclidean geometry. Research indicates that geometry is an abstract yet crucial topic in the school Mathematics curriculum because it helps learners to develop logical thinking, problem-solving skills, deductive reasoning, and analytical reasoning. Due to the Covid-19 pandemic, teachers were forced to integrate technology to continue with teaching, learning, and assessing Mathematics. Following this, the purpose of this study was to determine the influence of online FA in Euclidean geometry on the attitudes of Grade 11 learners in a public school in South Africa. Learner attitudes contribute to performance in Mathematics. Attitudes are formed by the past experiences, observations, and imitations of learners who enter the mathematics classroom with their pre-and misconceptions. Assessing mathematics concepts anywhere facilitates individual assessment, and supports differentiated instruction of Mathematics, which ultimately can lead to an increase in using pedagogical approaches that are learner-centred. Therefore, technology in assessment plays a pivotal role in mathematics teaching and learning. This study was conducted using mixed research methods utilizing semi-structured interviews and a questionnaire to collect data. The participants that were purposively sampled in this study were 104 Grade 11 learners. This study was underpinned by Bandura's Self-efficacy theory derived from the Social Learning Theory. The main findings of this study revealed that learners enjoy online FA, they find it meaningful, it motivates them, and contributes to their self-confidence. The theoretical and practical implications of the findings are discussed in this research study.