# Challenges and Possibilities of ICT-Mediated Assessment in Virtual Teaching and Learning Processes
## 2 Methodology  
The study was conducted using a mixed methodology divided into two phases. Initially, we performed a systematic review of ICT-mediated evaluation and assessment. From this review, we established trends of ICT-mediated assessment according to actors, purposes of assessment, fields of knowledge, educational levels, digital tools, and platforms. In the second phase of this study, we analyzed the most used platforms for teaching and learning mediated by ICT and their possibilities for online assessment.  
For the systematic review, we used the PRISMA methodology [18]. The search Equation (1) includes terms related to ICT-mediated learning-teaching processes such as: \"eLearning\", \"virtual education\", \"online education\", \"online learning\", and \"mobile learning\". Additionally, Equation (1) includes the terms \"evaluation\" and \"assessment\" to limit the search to works related to following and scoring the learning process.  
((\"eLearning\" OR \"virtual education\" OR \"online education\" OR \"online learning\" OR \"mobile learning\") AND (1) (\"evaluation\" OR \"assessment\")) OR (e-assessment OR assessment)  
This review used three databases: SAGE, SCOPUS, and Taylor&Francis, selected by their high number of journals in the field of social sciences and humanities. The search was limited to research articles published between 2016 to 2020. Conferences proceedings, book chapters, and pre-print papers were not included in the results. Figure 1 describes the step by step of PRISMA methodology.  
Using the search Equation (1), we obtained 541 articles in SCOPUS, 302 in Taylor&Francis, and 92 in SAGE Journals. Then, duplicated records were identified using Mendeley, obtaining 863 articles. We screened the titles and abstracts of these articles to select only documents closely related to ICT-mediated assessment. Table 1 summarized the inclusion and exclusion criteria employed for paper selection. We excluded 656 documents from the title and abstract screening. Most of the excluded papers report evaluation of online platforms or digital tools. It was also common to find the design of courses, online platforms, or digital contents without details about assessment approaches. Then, 207 full-text articles were assessed, considering the inclusion and exclusion criteria of Table 1 again, finding that some text did not meet these criteria and were not detected in the initial screening due to the lack of information in their titles and abstracts. Finally, the systematic review included 150 documents. This study established ten categories to classify the research papers and synthesize the trends. These categories are described in detail in the results.  
In the second phase of this study, we analyzed the most used ICT platforms for teaching and learning processes. We included four LMS (learning management systems), widely used in higher education [19]: Moodle, D'OREOS, Caroline, and SAKAI. Additionally, we incorporated Microsoft Teams and Google Classroom. In each of these platforms, the available tools for evaluation are analyzed. We identify limitations and possibilities comparing these LMS with the digital tools and platforms detected in the systematic review.  
Figure 1: PRISMA flow diagram [18] for the systematic literature review about information and communication technologies (ICT)-mediated assessment.