# Challenges and Possibilities of ICT-Mediated Assessment in Virtual Teaching and Learning Processes
###### Abstract  
The transformations in educational environments due to the immersion of information and communication technologies (ICT) make it necessary to analyze the limits and possibilities of the assessment of the virtual training process. This paper presents an analysis of the meanings of ICT-mediated assessment, establishing what kinds of knowledge are suitable for this type of evaluation, and the challenges and possibilities of virtual tools. For this, we present a systematic review of ICT-mediated evaluation and assessment according to the educational paradigms and their implementation. We highlight that contemporary pedagogical models and their implementation in ICT mediation tools show a trend towards quantitative and summative valuation. The commonly used learning management systems (LMS) include several types of questions oriented to quantitative evaluation, with multiple-choice being the most common. However, new technological approaches like gamification, virtual reality and mobile learning open new assessment possibilities. The ICT educational platforms and new technologies demand new skills for all educational actors, such as digital literacy. e -learning; e-assessment; e-evaluation; information and communication technologies; learning management systems; virtual education +
Footnote †: journal:  
0000-0001-6611-1100/0000-00001-6611-100/00000-00001-6611-100/000000-00000-00000-00000-00000-00000-00000-00000-00  
and learning processes, it is the subject of extensive discussions of educational paradigms and their approaches [1; 2; 3; 4]. Therefore, assessment is a recent educational research field concerned with its meaning, methods, tools, limits, and possibilities. Education mediated by information and communication technologies (ICT) raises new debates. Learning technologies incorporate ICT in methodological terms beyond the manipulation of tools [8], including technologies for empowerment and participation of citizens (e-democracy) [9]. These views are an example of the debate introduced by ICT in educational terms. The transformations in the educational environments due to the technological immersion opens new concerns--requiring the establishment of the limits and possibilities of the assessment process in the growing virtual environment, where new relationships between actors and knowledge are positioned [10]. Assessment processes face a new literacy, a multifaceted dimension that is not limited to the writing or reading of words, demanding new skills, and other types of knowledge that alter the relationship with knowledge and the evaluation processes [11]. In this sense, the ICT-mediated assessment demands new skills and questions the educational paradigms that are traditionally recognized. Previous literature reviews about ICT-mediated assessment have used several approaches and goals. For instance, [PERSON] et al. [12] presented a discussion about online learning assessment for higher education, specifically from two approaches: performativity and existential learning. On the other hand, [PERSON] et al. [13] presented a synthesis about the role of technology in assessment. [PERSON] and [PERSON] [14] described the possibilities and challenges of assessment approaches in massive open online courses. [PERSON] and [PERSON] [15], and [PERSON] and [PERSON] [16] presented literature reviews about mobile-based assessment. On the other hand, [PERSON] et al. [17] reviewed intelligent tutoring systems and their evaluation methods. This paper presents a systematic review of works published from 2016 to 2020. Unlike previous literature reviews, this paper focuses on three aspects relevant to understand the capabilities, limitations, and possible gaps in ICT-mediated assessment. First, our work analyzes the purposes and objectives of evaluation, identifying what is being evaluated and why. Second, it determines the areas of knowledge where there are significant developments and use of ICT-mediated assessment, highlighting the areas that need further study.