COVID-19 pandemic significantly language education, as online technologies appear to be significantly better at delivering content than collaboratively, cooperatively developing linguistic and cultural knowledge, skills and understanding. It is understandable that, in the stampede to move everything online in what felt like an overnight pedagogical transformation, some important aspects of teaching and learning appear to have been missed. Language Assessment experts have become used to assessment being thought of at the end of the process, rather than being made central from the very beginning. The COVID-driven mass migration to everything-online instantly seems to support the idea that assessment comes later as the focus was very much on how to make the hitherto-niche approach of teaching and learning online suddenly mainstream for hundreds of millions worldwide. Educational administrators who made the decision to move everything online may have been more driven by economic and political concerns than pedagogical ones. In this chapter, we look at what was missed, and what went wrong regarding language assessment in the move to online pedagogy, the effects on teachers and learners of those omissions, and how those omissions can be addressed, practically and effectively, based on the needs of the learners and the teachers.