The COVID-19 pandemic and the resultant move to remote learning in 2020-2021 paved the way for deeper conversations about assessment practices in higher education. Over the last two years, there have been an increasing number of discussions about alternative assessments and about equity in assessment. This study examined the impact of a course (entitled "Equity in Assessment") delivered by the authors on the participants' understandings of equity and assessment. We used semi-structured interviews to collect data from the participants. Data collected from six interviews were systematically and thematically analysed in line with Braun and Clarke's (2006) six stages of conducting thematic analyses. The data analysis resulted in three main emergent themes: flexibility, academic rigour, and wellness. The implications of the findings of this project are important for educational developers, institutional leadership, and researchers.