Abstract
Humanity has faced unprecedented chaos in the education sector due to the inevitable sudden adoption of online mode of learning during the pandemic. The complexities associated with technology-enabled learning and assessment have different connotations in developing countries due to a lack of infrastructure and awareness. Such countries can switch over to an online mode of education more frequently in the future due to highly volatile local political and cultural situations on top of the pandemic. This study evaluates the complexities associated with technology-enabled online assessment methods in Pakistan. Technology readiness and performance for the learning assessment of students are appraised through approaching approximately one thousand students from more than one hundred public and private sector engineering universities. A screened list of assessment alternatives and their influencing factors are then prioritized using the multi-actor multi-criteria analysis (MAMCA) by considering the perceptions of national policymakers, faculty members and students. The aggregate results reveal that, among the influencing factors, 'mental health' received the highest weightage, and stakeholders are indifferent to associated costs despite financial challenges. Automated MCQs secured the top position in the ranking list. Sensitivity analysis incorporates some disagreements among the stakeholders, which makes this study highly beneficial for policy modeling.