A myriad of studies have documented the online learning experiences of teachers and students. Few studies have explored the online assessment experiences of students, especially in the global south. In this qualitative transcendental phenomenological study, 20 Ghanaian teacher candidates were interviewed to explore their online assessment experiences during COVID-19. The study found that, compared to in-person learning, online learning provided limited opportunities for teacher candidates to actively participate in formative assessment. The lack of a personal computer or laptop, unstable internet, issues with the online learning platforms, and frequent power cuts during classes affected teacher candidates’ assessment experiences and academic achievement. Socio-economic background and geographic locations of teacher candidates exacerbated the already-existing digital divide in Ghana. This study provides an initial and significant understanding of remote assessment experiences of teacher candidates, offering critical insights into improving and supporting teaching, learning, and teacher development. Implications for policy and practice are discussed.