The Covid-19 pandemic greatly affected the educational system. This sudden shift from traditional to distance learning also changed the way teachers give assessments to their students. In this paper, we will discuss and focus on analyzing teachers’ practices of online formative assessment in Physics during the Covid19 Pandemic in selected high schools. Participants were 7 teachers from a selected private high school. A qualitative content analysis of the answers to a semistructured interview was carried out to understand the practices associated with assessment given by Physics teachers. The analysis of the findings shows that teachers use different online platforms to actively engage their students in a variety of formative assessment practices. According to the interviews conducted with the Physics teachers, they have different practices used in providing formative assessment in their online classes, although we can see in the findings that teachers are facing the same challenges when it comes to the results of their assessment. In addition, since the study only included a few teachers from a private high school, the conclusions cannot be applied to all high school Physics teachers. However, the researchers suggest that a large-scale survey or interview be done to a wide scale of institutions to gain more and new insights into many areas of online assessments.

Keywords : Formative assessment, teachers’ practices, covid-19, physics teacher, pandemic