Main Article Content
With the transition to e-learning that has resulted from COVID-19, teacher educators risk being engulfed in a "web of competency" that might dehumanize the learning experience for both educators and students. In this study, three teacher educators describe how they employ modern technology to execute crucial humanizing pedagogies. This entails going beyond solely cognitive techniques, addressing questions of power, access, and representation reflexively, and considering systemic concerns of power and privilege that create and restrict pedagogical options with a focus on respecting students' voices. We emphasize meaning-making, relating to social realities, and embracing multimodality in our discussion of the online assessment. The study also highlights the issues of power, privilege, and ideology concerns often disregarded in online educational environments, particularly at the institutional, instructional design, and support levels. The reflections denoted that we learnt more about our students by applying critical humanizing assessment in online teaching. It took time for students to realize the importance of ongoing, continuous learning, and "success" looked different for each student. Finally, it was also gathered that we as teacher educators needed to embody crucial qualities, the 5C's, namely creativity, commitment, compassion, consistency, and character, to inculcate the 'human touch' in our online learning and teaching processes for maximum outcomes.