The main purpose of this study is to analyze the lecturers’ perspective on the online assessment in teaching and learning process that happens since the spread of Corona Virus until these days at the university of UIN Ar-raniry Banda Aceh. This study intended to investigate 2 factors: (1) the implementation of online assessment in teaching-learning process by English education lecturers and (2) the advantages and disadvantages of online assessment. This descriptive qualitative study used a semi-structured interview with 8 lecturers who teach English Language Skill or English Language Assessment at UIN Ar-raniry as the participants to collect the data. The findings revealed that there were several ways that lecturers utilized in assessing students based on 3 domains (cognitive, affective, and psychomotor). These are, individual assessment, group Assessment, special project, essay writing, TOEFL test, setting the rules, doing observation, setting deadline, encouraging self-honesty, checking plagiarism, giving special project, asking questions, and formative/summative assessment. Still, some of the lecturers believe that assessing students through online is hard, especially for affective and psychomotor domains. Moreover, the findings also revealed that there are advantages and disadvantages of the implementation of online assessment. For instance, the advantages are accessibility of time and place, increasing students’ creativity, improving lecturer professionalism, and fits variety of learning style. Meanwhile, the disadvantages include technology issues, students’ cheating habits, student’ surrounding situation, less students-teachers’ interaction, increase screen time, need extra money, and harder to score.