The lockdowns that began during the spring of 2020 changed the conditions for teaching and assessment across the globe. In Norway, schools were closed, and all school activities took place online. Moreover, all final exams were canceled, and all student grading was based on final grading by the individual teacher. Because of this, teachers' assessment skills became more important. This study examines students' and teachers' experiences of assessment during the lockdown period. The findings revealed that students got little support from the teacher in their learning process; they worked alone and felt insecure about assessment. Teacher collaboration about assessment seemed sporadic and the assessment routines were weak. The study raises concerns about equity in education when teachers have problems implementing assessment practices that support students' learning.