In the light of the opinion of 43 pre-service teachers who attended the online midterm exam of Physics-II course, the positive and negative aspects of the online exam, and their opinion about its effective use in the education process were tried to be determined. The pre-service teachers' opinions about their feelings during the online evaluation, service and suitability to the purpose of the lesson, usage, reliability, whether it would be an alternative to the traditional exam and its contribution to the education and training process were determined. For the online exam, the candidates stated that they felt weird because they were not used to it, felt it was not an exam, and that they felt excited, relaxed and free. For the online evaluation, the majority of the candidates stated that the exam served the purpose of the course and was appropriate (valid), while the other candidates stated that it was not suitable due to the safety reason (ethical situation). For the online evaluation, half of the candidates stated that they had difficulty using it, while the other half stated that they did not. For online evaluation, the vast majority of candidates did not find it safe due to cheating. For the online evaluation, the majority of the candidates stated that it could not be an alternative to traditional evaluation due to security reasons. For the online evaluation, most of the candidates stated that Physics-II course will contribute to the education-teaching process (pedagogical), but will not contribute to the others due to security. The candidates based their negative opinions on their pedagogical status such as exam safety (ethical situation) and not being used to the exam, their positive opinions, flexibility to take the exam, practicing and reinforcing the subjects, and increasing the permanence of knowledge. To increase the effectiveness and use of online assessment in the educational process, security measures should be increased, and familiarity should be increased by holding exams in various fields on a frequent basis.