After the pandemic, Algerian universities were compelled to adopt digital tools at all levels of teaching and learning. This integration, now inevitable in a global context, has raised many questions. Digital assessment, as an essential component of teaching and learning, has also been called into question. This study analyzes the perceptions of doctoral students from the 2022/2023 cohort at the University of Mascara, Algeria, following a digital assessment conducted in an enriched in-person mode of their English language skills via the 'test' activity on the Moodle platform. A questionnaire was administered to examine the following variables: training in the use of the Moodle platform, the platform's ergonomics, possible digital assessment practices in the Algerian university context, as well as perceived challenges and benefits. This survey aims to answer the following question: How do doctoral students perceive digital assessment in the Algerian university context? The study reveals that although the Algerian university context does not seem to fully embrace the effective use of e-learning platforms or digital assessment, the features offered by Moodle for assessment deserve further exploration.