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With the outbreak of the COVID-19 pandemic, online assessment has become the dominant mode of examination in higher education institutions. However, there are contradictory findings on how students perceive online assessment and its impact on their academic performance. Thus, the purpose of this study is to evaluate the potential impact of online assessment on students' academic performance.

This study proposes a research model based on the task–technology fit theory and empirically validates the model using a survey from students in the UK. In addition, the study conducted four experiments based on paper-based and online assessments and analysed the data using paired sample t test and structural equation modelling.

The findings show that the use of online assessment has a positive impact on students' academic performance. Similarly, the results from the experiment also indicate that students perform better using online assessments than paper-based assessments.

The findings provide crucial evidence needed to shape policy towards institutionalising online assessment. In addition, the findings provide assurance to students, academics, administrators and policymakers that carefully designed online assessments can improve students' academic performance. Moreover, the study also provides important insights for curriculum redesign towards transitioning to online assessment in higher education institutions.

This study advances research by offering a more nuanced understanding of online assessment on students' academic performance since the majority of previous studies have offered contradictory findings. In addition, the study moves beyond existing research by complementing assessment results with the views of students in evaluating the impact of online assessment on their academic performance. Second, the study develops and validates a research model that explains how the fits between technology and assessment tasks influence students' academic performance. Lastly, the study provides evidence to support the wide use of online assessment in higher education.

The purpose of this paper is to propose a new typological environmentally sustainable human resources management evaluation framework to aid green candidate selection process for environmental management in developing economy local government agencies.

Presenting the narrative of developing economies local government context, this paper conducts an extensive review of relevant literature on green human resources management (GHRM) and green recruitment and selection.

Drawing on Siyambalapitiya et al. (2018) and the resource-based theory (RBT), the paper proposes and discusses an evaluation framework for guiding organizations’ green candidate selection process. The framework comprises of seven stages which begins with “training recruiters on green candidate assessment” to “making selection decision and inducting selected candidate” on organization’s environmental management policies and practices, and its green values.

Application of the proposed framework has implications for enhancing organizations’ efficiency, reducing cost, eliminating environment waste, as well as fostering green culture among employees. This paper also extends the strand of RBT by explaining how organizations could assess and select job applicants with significant intangible capability such as environmental management skills, knowledge and values to foster its competitive urge and sustainability.

This paper makes two main contribution to the GHRM literature. First, the paper proposes a new typological environmentally sustainable human resources management evaluation framework. Secondly, the paper focuses the framework on developing economies and local government organizations context, something that is currently non-existent.