Daele, AmauryAmauryDaeleŠteh, BarbaraBarbaraŠtehKoutselini, MaryMaryKoutseliniRatnam, TaraTaraRatnamJ. Craig, CherylMena, JuanjoG. Kane, Ruth2023-06-092023-06-092023-01-01978-1-80455-462-3http://hdl.handle.net/20.500.12162/6748In higher education, the usual assessment methods are oral or written exams, multiple-choice questions, and individual or group written essays. However, in a distance learning context, it is often necessary to offer students more support, including formative assessment and self-assessment strategies. International reports have shown that teachers have adapted their learning assessment strategies during the Covid-19 pandemic. How did educators adapt their assessment strategies recently during the pandemic? What are the intentions underlying their decision-making? Our objective is to understand the decision-making process of teacher educators and university teachers in adapting their methodology for assessing student learning during the pandemic. To answer these questions, we adopted a qualitative research approach. We collected data from 29 different countries via: (1) open-ended questionnaires, (2) personal accounts, (3) unstructured interviews, and (4) a specific questionnaire about assessment. Four main categories emerged from our data: (1) challenges, (2) assessment practices, (3) changes in teachers' perceptions and practices, and (4) reflection on assessment. The findings suggest that (1) uses of technology for assessment have developed strongly; (2) careful coordination among colleagues is very important; (3) educators developed formative assessment strategies; and (4) educators' reflections have focused on many challenges: ethical, technical, and pedagogical.enType de référence::Parties de livres::Chapitre d'un livre collectif10.1108/S1479-368720230000041016