COVID-19 has brought with it a tremendous sea-change in higher education globally. In our own department, it has brought us an opportunity to reconsider the way in which we approach assessment. The context for this work is a chemical engineering department in a research-intensive university located in central London. We have approximately 500 undergraduate students, 100 MSC students, 300 doctoral students, research fellows and research associates, and 100 members of professional and academic staff. Our undergraduate courses are comprised of between 15-20% female, and the majority male. We have a large number of students from East Asia (approximately 35-40% of our student population), with a slight majority from the European Union.