ABSTRACT
The global pandemic and emergency digitization measures have introduced systemic challenges to the university summative and formative assessment workflow. Various modes of assessment for University-level programs are a strict regimen that consists of different elements and stages (oral, hybrid, and written exams, tests of different types, project presentations, internal and external review, expert evaluation, and peering). This study aims to critically analyze the practices of Borys Grinchenko Kyiv University in various forms and modes of digital assessment for stakeholders of Liberal Arts, Education, and Computer Science major programs, implemented in the years 2020-2021 through quarantine induced digital learning. The survey analysis was conducted to evaluate ICT tools and digital competencies that are implemented to compare and contrast traditional and formative assessment practices, translated into the digital hybrid format. The investigation novelty is attained through systemic empirical findings on experiences and techniques of learning outcomes assessment in the emergency digitization measures, contrastive assessment of different modes in digital learning, evaluation of ICT tools and skills, implemented through different forms of assessment in the digital learning context. © 2021 ACM.