Assessment is an essential activity in learning and teaching. It is classified into two categories based on its function: summative and formative assessments. During the pandemic, school learning activities, such as assessment, have been altered into online learning, which is quite challenging to carry out. This study investigated the kinds of summative and formative assessments used by EFL teachers during online learning and the problems as well as challenges encountered when conducting the assessment. This study utilized a qualitative approach with narrative design, involving five EFL teachers from five different senior high schools in Bandung, Indonesia. The research participants were chosen using a purposive sampling technique. The data was collected through semi-structured interviews via virtual meetings and WhatsApp video calls to collect the required data. The results of this study showed that the EFL teachers implemented both summative and formative assessments during online learning; for summative, the teachers followed the school policy using midterm and final exams with multiple choice. Meanwhile, in formative assessment, teachers used different kinds of assignments, such as portfolios, videos, podcasts, attendance, and presentations. However, they also found problems and challenges, such as students' academic dishonesty, lack of motivation, internet connection issues, and technicality issues with technology. [For the full proceedings, see ED630948.]