# Challenges and Possibilities of ICT-Mediated Assessment in Virtual Teaching and Learning Processes
## 3 Results
### Systematic Review of ICT-Mediated Assessment
#### 3.1.3 What Are the Assessment Possibilities Offered by the Current ICT Platforms?
\begin{table}
\begin{tabular}{c c c} \hline \hline
**Software and Platforms** & **Reference** & **Description** \\ \hline SOCRATIVE & [44] & Web-based platform for quizzes \\ \hline EduZinc & [55] & Application to customized assessment activities according to the needs and skills of students \\ \hline ICT-FLAG & [56] & Formative assessment tool including learning analytics and gamification services \\ \hline CC-LR prototype & [58] & Collaborative complex learning resource personalized awareness and feedback system using learning analytics \\ \hline FAMLE & [68] & Formative assessment multimedia learning environment based on assessment tasks that measure performance, learning, and knowledge and display learning data to students and teachers \\ \hline MeuTutor & [70] & Intelligent tutoring system that allows monitoring the formative process \\ \hline MyMOOCSpace & [71] & Cloud-based mobile system for collaborative learning process \\ \hline KNOWLA & [84] & Knowledge assembly web-based interface allows creating and grading assessments. Students should assemble a set of scrambled fragments into a logical order \\ \hline BASS 1.0 & [87] & Web-based system to design, development and delivery assessment and feedback \\ \hline TCU-AMS & [112] & Open online assessment management system compatible with Open edX platform supporting traditional self-and peer- assessment. \\ \hline DSLab & [109] & Web-based system with automatic assessment, feedback, interactive comparison between student solution and the correct solution \\ \hline COBLE & [101] & Competence-based learning environment allowing visual information about assessment to students \\ \hline LASSO & [113] & Learning About STEM Student Outcomes web-based platforms with assessment instruments in several disciplines \\ \hline LON-CAPA & [114] & Open-source platform allowing to create and develop assessment \\ \hline ESPE-eLearning & [115] & European Society for Paediatric Endocrinology e-learning portal for medical training \\ \hline English for International Trade & [116] & Multimedia platform for Chinese EFL students including self-checking and feedback system \\ \hline Adobe Connect & [98] & Software for online training and web conferencing \\ \hline STACK & [117] & Open-source for randomization of questions, integrated into Moodle, with automatic feedback. \\ \hline JACK & [118] & Computer assisted assessment platform, originally created for programing course. Currently, supporting several fields. \\ \hline SWAP-COMP & [119] & Platform to support competence-based learning. \\ \hline SANCHO & [120] & Client server application to support automatic evaluation of text \\ \hline Cloud-AWAS & [105] & Cloud Adapted Workflow e-Assessment System supports learning analytics, can be integrated into any LMS \\ \hline DEWIS & [121] & e-assessment system integrating embedded R code. Support statistical analysis assessment. \\ \hline \hline \end{tabular}
\end{table} 
Table 4: Software and platforms that support ICT-mediated assessment. Finally, the last category classified the research documents according to the pedagogical approaches. We cluster the pedagogical model as traditional, nontraditional, and critical, as described in Table 5[122; 123; 124]. Traditional pedagogical models are teacher-centered that use summative assessments to measure and to compare student performance [122]. Instead, nontraditional models (such as experimental, new-school, developmental and constructivist) are student-centered, teachers are facilitators of the learning process, and assessment is a tool for recognizing weaknesses and potentialities to enhance the learning process [123]. In educational research, there is also the critical pedagogical model where self-reflection and identifying their own potential and needs are the basis for the training process [124]. The papers were categorized into traditional and nontraditional approaches. The systematic review did not obtain any studies based on the critical pedagogical approach.