Summative and formative assessment are a core part of the teaching and learning process. A broad range of assessment methods is desirable to give a true measure of students’ understanding and progress. However, research indicates that proctored, closed-book, summative assessments are traditionally favoured by university mathematics lecturers. In March 2020, assessment practices had to be abruptly reconsidered by the majority, midway through semester. An online survey of how mathematics lecturers adapted to emergency remote teaching was conducted in June 2020, with responses from 257 teaching staff in 29 countries. In this paper, the authors detail how assessment in mathematics was undertaken, remotely and virtually. We investigate how lecturers dealt with an enforced move away from traditional closed-book, highly weighted, proctored, in-person examinations, and how satisfied they were with their eventual assessments. We explore lecturers’ perceptions of the impact the changes had on grade distribution during this unique teaching period. Finally, we report on whether their approaches to teaching the same modules in the future will change as a result of their experience of emergency remote teaching during the Covid-19 pandemic.

总结性和形成性评估是教学过程的核心部分。需要广泛的评估方法来真正衡量学生的理解和进步。然而，研究表明，有监考的、闭卷式的总结性评估历来受到大学数学讲师的青睐。2020 年 3 月，大多数人不得不在学期中途突然重新考虑评估做法。2020 年 6 月进行了一项关于数学讲师如何适应紧急远程教学的在线调查，来自 29 个国家的 257 名教职员工做出了回应。在本文中，作者详细介绍了如何远程和虚拟地进行数学评估。我们调查讲师如何处理强制摆脱传统的封闭式、高权重、监考、面考试，以及他们对最终评估的满意程度。在这个独特的教学期间，我们探讨了讲师对变化对成绩分布的影响的看法。最后，我们报告了他们在 Covid-19 大流行期间的紧急远程教学经验是否会改变他们未来教授相同模块的方法。