The act of evaluation is never neutral in education. In the classroom, for example, grades lead to questions about the fairness and objectivity of evaluations. Ethical benchmarks are needed to answer these questions. While digital technology raises challenges in evaluation (plagiarism and confidentiality, among others), little has been written about the ethical issues of assessing student learning in distance education (DE). This article therefore aims to understand the ethical concerns related to digital evaluation in distance education. A phenomenological research conducted with 10 faculty members shows that digital technology in distance education arouses an absence of interpersonal connections. Technology-mediated feedback causes a loss of resonance and desynchronizes the relationship with others. The ethics of caring and responsibility provides markers for creating new connections. Taking care of the other, for his or her success, is then understood as a professional responsibility of professors in distance education.