<p>The study determined secondary school teachers’ perceptions of the challenges and solutions to online assessment of learning. The study is a descriptive survey guided by two research questions and two null hypotheses tested at 0.05 level of significance. The instruments for data collection were Digital Literacy Test (DLT) and a structured questionnaire titled: Challenges and Solutions to Online Assessment of Learning (CASOAL). The reliability of DLT was determined using Kuder-Richardson formula 20 to be 0.81 and that of CASOAL was determined using Cronbach Alpha to be 0.72. The instrument was administered via telegram-x platform of secondary school teachers in Anambra state using Google forms. Data generated from the study were analysed using descriptive statistics and Anova. The findings revealed that secondary school teachers’ perceptions about the challenges and solutions to online assessment include among other things: poor internet connectivity in rural and remote areas, indication of poorer level of performance for students who struggle with technology; lack of certainty in terms of academic integrity and cheating; difficulty in scoring and correcting questions with open responses. It was recommended among others that school administrators should organise orientation for students and professional training for teachers on the use of online assessment.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0894/a.php" alt="Hit counter" /></p>