Abstract
COVID-19 pandemic has affected every sphere of life specially the education sector observing a paradigm shift in the nature of pedagogy from offline face-to-face to online-virtual mode of learning. The biggest challenge in online-learning was the conduction of online examination for student's assessment specially in Indian context where digital divide is rampant. Thus, present study examines and compares the challenges faced by the students in two most widely accepted modes of examination by Indian universities and institutes of higher learning, that is, take home/unrestricted/assignment-based examination (ABE) and highly time restricted/open-book examination (OBE). Primary data was collected through questionnaires prepared by using Google forms to measure adaptability, satisfaction, and challenges using 5-point Likert's scale. Cronbach's α test was performed on question items to check the reliability and internal consistency of the items. χ (2) test has been applied in order to check whether there is a statistically significant relationship between the gender and place of residence in the acceptability of ABE and OBE. The findings suggest that both modes of examination have their own challenges largely governed by the digital and economic divide. The acceptance level of ABE and OBE is not associated with gender. However, we found the level of acceptance association of ABE with the place of residence of the students but not with OBE.