The COVID-19 pandemic disrupted assessment of student learning. A shift from in-person to a fully online and remote instruction format occurred at many institutions of higher education soon after the World Health Organization announced the pandemic status in mid-March of 2020 (WHO 2021). Even after the 2019-2020 academic year, many college courses continued to be taught in a fully remote and online mode as the pandemic persisted. In this study, the researchers wanted to understand the factors that instructors considered when assessing student learning during the COVID-19 pandemic. The first aim was to understand instructors' responses to the pandemic circumstances in terms of assessment practices. They gathered information on relative changes (before vs. during the pandemic) in the format and administration of assessments. The second aim was to better understand the challenges and methods of adaptation in various aspects of assessment, including the instructors' decisions concerning the prioritization of content covered, adjustment to the course grading scheme/policy, preparation for exams, difficulties administering assessments online, and the handling of academic integrity concerns. Aligning with the terminology used by Ober and Cheng (2022) in the context of this investigation, terms such as "tests" or "exams" are distinguished from the broader category of "assessments." While "test" or "exam" refers to more conventionally structured assessment formats, "assessment" is a more encompassing term which includes these in addition to essays or capstone projects, for example. To achieve these aims, an online survey was administered to a sample of college instructors teaching across a variety of disciplines at higher education institutions throughout the United States.