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The COVID-19 challenges to higher education institutions in the Caribbean prompted a transition in the teaching-learning environment from the traditional face-to-face mode to online or distance modes.  This paper calls attention to the international debate on assessment practices in the higher education sector precipitated by the pandemic. The paper makes the point that the time has come for higher education institutions in the Region to make a clean break from assessment that is heavily memory dependent and information laden to assessment that is more meaningful and fit for the development and certification of students with competencies that are critical for Caribbean development.  Authentic assessment which makes use of assessment tasks that look more like the actual activities and processes in which persons are engaged in the real world is posited as the way forward for Caribbean higher education institutions.  The paper points to the value of the summative, formative and continuous assessment dimensions of authentic assessment.  It points to the need to utilise existing and emerging online digital technologies to optimise the benefits of authentic assessment and to keep pace with the direction of assessment for the future.  It acknowledges that successful implementation of the recommended authentic assessment processes utilising online digital technologies will require the reskilling and upskilling of faculty and students of higher education institutions.  It notes, however, that if the Region is to avoid being left behind in the unfolding examinations revolution, it must act with alacrity to build on the advances in assessment that have already been made in responding to the challenges of COVID-19.  The paper concludes that the Region’s higher education institutions must consider how they may collaborate with providers of technology solutions to develop assessment process that are fit for the preparation of students for the future.

Perspective Chapter: COVID-19 as a Catalyst for the Acceleration of Change in the Assessment Culture of Caribbean Higher Education Institutions