The pandemic of COVID-19 has altered the world canvas forever. The education sector, too, has been impacted by the same. There has been a phenomenal rise in e-platforms for teaching, learning, and evaluation. Teachers and students had to train themselves overnight to embrace the changing dynamics of the education sector. The change has been marked with challenges. In this new education landscape, online exams have occupied center stage. While the idea of giving exams from any part of the world welcomes (...) freedom, it also raises concerns among faculty and students about academic integrity. Thus, as online studies and online assessment continue to expand, the paper aims to identify the factors responsible for unethical practices in online assessment. The paper further identifies the association between the identified factors. The paper proposes a four-level model that focuses on the lack of training for both faculty and students, interpersonal barriers, technological barriers, time management, personal ethics, and design of assessment as underlying reasons for unethical behavior in online assessments. The paper further explains the linkages using fuzzy MICMAC analysis. The results have both practical and social implications. Understanding the factors and their relationship with each other can help the instructors and administrators in their decision-making process regarding online evaluations and formulate policies that would instill strong ethical values, such as academic integrity and honesty, in their students throughout their academic journey. (shrink)