Abstract: Higher education institutions worldwide were compelled to deliver their courses online due to mobility restrictions and lockdowns during the COVID-19 pandemic. This sudden shift has disrupted the educational system leaving millions unprepared for the new mode of instruction. One critical area that received little attention during this transition is student assessment. Many assessment methods designed for face-to-face classes have been adapted for online learning without much consideration. The conversion to emergency remote education has likewise exacerbated existing and uncovered new socioeconomic issues that demand immediate action. A scoping review has been carried out to map the concepts and develop a socioeconomic inclusive assessment framework for online learning in higher education. This framework will serve as a guide in designing assessment tasks that are more socioeconomically inclusive, making online learning more equitable. This chapter offers practical implications for developing a more inclusive assessment design that is beneficial to a broader group of students.