Academics' experiences of transitioning assessments to emergency remote teaching (ERT) during COVID-19 were investigated in a Block Model (BM) higher education context. Students studied one subject at a time in small classes over four weeks. Evaluation cycles were short. An institution-wide qualitative survey highlighted three themes impacting on assessment: (1) review for change; (2) technology and people support; and (3) reflection on what worked well. Workload management was common to all. Findings include actionable feedback through smaller assessment tasks embedded within learning cycles, equity at multiple levels to foster engagement and connection among students, and mitigating academic misconduct. Supporting technology should be accessible, build connections and aid alternative versions of assessments. Findings inform principles-based recommendations. These principles underpin impactful assessment-related modifications in an ERT environment framework. The influence of changing environments render the framework applicable to any study mode, or innovation including when preparing for the next crisis.