Abstract

This study investigated the in-service teachers’ perceptions and the challenges faced while completing online assessments in the midst of COVID-19 at one of the major universities in Fiji. The respondents included sixty primary in-service teachers enrolled in one of the education courses at the University. The data was collected through a Google form and analyzed using descriptive statistics as well as thematic analysis. The findings demonstrate that in-service teachers have a positive view of online assessment, with a majority preferring online assessment over face-to-face and blended approaches. The findings also showed that online assessment provides more flexibility in terms of time, place, and costs and is easier and more practical. The study highlighted the major challenges faced by the majority of in-service teachers, which include a poor network, a lack of proper gadgets, personal issues while studying from home, economic challenges, a lack of information and communication technology (ICT) skills, and a time constraint. The study recommends that educational institutions invest more in digital technologies to make learning adaptive and personalized for the students, teachers upgrade their knowledge and expertise to confidently integrate technology into the curriculum, and schools invest in educational tools that cater to learners’ abilities and interests.