The integration of digital technologies into English Language Teaching (ELT) has significantly altered assessment practices. This paper offers a critical and reflective discussion on the role of digital assessment tools, focusing on their impact, effectiveness, and implications for pedagogy. Rather than relying on purely empirical analysis, the paper adopts an interpretive approach grounded in recent scholarly discussions. It argues that digital assessment tools can support learner engagement, continuous feedback, and personalized learning, but their success is not guaranteed. Their value depends largely on how teachers design and implement them within specific educational contexts. Challenges such as unequal access, ethical concerns, and overdependence on automated systems are also examined. The paper concludes that digital assessment should not replace traditional approaches but should be used thoughtfully to enhance meaningful language learning.