Abstract. Assessment is an essential element in teaching and learning, and the outbreak of the Covid-19 pandemic forced teachers and students to adapt this practice to the online modality. Yet, the existence of resources regarding online assessments is still limited. This study aims to explore how students perceived their experiences with online assessment during the pandemic, with a focus on their relationship with feedback, their emotions, and motivation. Qualitative semi-structured interviews were conducted with 10 participants who were within their last four years of basic education in the year 2020, with subsequent content analysis being applied. The results of this study indicate that students did not perceive major changes in the assessment methods applied by teachers. They did, however, perceive new challenges for their learning to emerge, and consequently made adaptations to their studying habits. Moreover, it was revealed that students received less feedback in the online modality, which had an impact on their emotional states and learning practices. Additionally, it was found that the pandemic and online learning contexts imposed new difficulties for students, whose emotions were negatively impacted, and whose motivation toward assessment tasks was significantly decreased. These factors led students to behaviors such as avoiding studying and engaging in dishonest academic practices. In conclusion, this study sheds light on topics relevant to online learning, online assessments, and students’ emotions and motivation regarding assessment, specifically in the context of emergency online learning
