Abstract
This study aims to delineate the observations of instructors at Princess Sumaya University for Technology (PSUT) in Jordan with regards to online assessment of their students in the time of the Coronavirus lockdown. Specifically, the study attempts to find out whether universities are prepared for online assessment during the lockdown and to probe feasible solutions to the challenges that hinder proper assessment in a virtual learning environment (VLE). As the challenges are determined, the study suggests a number of practical solutions. Data on faculty's observations were obtained by means of an online survey. Eighty-three faculty members participated in this study. The findings showed that universities swiftly shifted to e-classes during the lockdown but that they were not adequately primed for an appropriate assessment in an online environment. The findings further showed that instructors were skeptical about the efficiency of remote assessment of their students. In addition, faculty members believed there was still a long way to go with regards to (1) the unavailability of reliable software to preclude academic dishonesty; (2) some faculty being unable to assess their students in VLE as it was their first experience; and (3) formative assessment not having been given enough attention. It is concluded that universities should have an exigency strategy for any sudden future lockdowns. This strategy includes, among other things, intensive e-teaching and e-testing training for faculty, high-tech invigilation and plagiarism software, reliable e-learning platforms with sufficient Internet bandwidth, setting up an e-assessment council at the university level.