# Challenges and Possibilities of ICT-Mediated Assessment in Virtual Teaching and Learning Processes
## 3 Results
### Systematic Review of ICT-Mediated Assessment
#### 3.1.1 What Are the Meanings of ICT-Mediated Assessment? To answer the question about the meanings and interpretation of ICT-meditated assessment, we establish three categories (Table 2). The first one determines the actors who are given relevance in research about ICT-mediated assessment. From this category, we quantified how many studies are oriented only to a single actor (i.e., students or teachers) and how many consider both perspectives. Figure 5 presents the percentages for studies considering students, teachers, or both. Student-centered works seek to measure students' performance or progress once ICT-mediated assessments are implemented and establish their opinions and perceptions about this assessment approach. Of the selected articles, 115 are focused on the student as the main actor in the research. On the other hand, there are few studies focused exclusively on teachers. In this systematic review, only eleven articles were oriented to the teachers. Some of these studies are aimed at: decreasing the possibility of copying or other types of misconduct during evaluations [62; 63]; facilitating the grading of written texts [64; 65]  
Figure 4: Type of studies in selected papers. Figure 5: Actors from the selected studies. Figure 3: Distribution of retrieved research articles per continent. or automating this task [57; 63]; reducing the bias of the grading process [40]; as well as, knowing the opinions and perceptions of teachers regarding the use of online assessment activities [66; 67; 68]. Additionally, some studies seek to analyze both perspectives (24 papers in this review). Examples of these researches include the adaptation of assessment activities to great scale courses [69]; the implementation of strategies based on peer-assessment [30; 70], collaborative task [71], gamification [56], e-portfolios [72], online laboratories [73], or mobile device [52]; and, the impact evaluation of automatic grading tools in the training process [74]. We also found studies about the perception [75] and the need of multi-literacy skills to design and implement digital courses for teachers and to develop the courses for students [25; 73]. The second category asks what is being evaluated: contents, skills, or outcomes. Figure 6 shows the percentages for each type of assessed element. Case studies and perception papers were not considered for computing these percentages since these usually do not include details about what is being evaluated. Additionally, 12 papers cannot be categorized. About skills evaluation, 48 papers present ICT-mediated assessment tools or strategies. The evaluated skills include writing [22; 48; 70; 74; 76; 77], communication in foreign languages [38; 63; 78; 79], programing [40; 45; 80; 81], problem solving [37; 82], critical thinking [78; 83; 84], pedagogy [20; 85], reading [86] skills, and others. A total of 45 papers are oriented to knowledge or contents evaluations, and only three papers to outcome assessment. Finally, we analyzed the purposes of the ICT-mediated assessment. Several papers focus on measuring student performance according to specific knowledge and skills (e.g., [32; 51; 59]). However, less traditional perspectives are also found in the literature, such as those oriented to formative evaluation (e.g., [43; 44; 68]). Formative assessment is a student-centered approach that part of the needs and capabilities of students to design the learning process [44], where the effective feedback in the evaluation activities plays a central role [59], as well as the student motivation for the development of activities [24]. In the formative assessment, results are used to know the progress and identified factors that affect the learning process [24]. Formative assessment studies include developing and applying strategies for the customization of assessment activities according to the student's needs and levels [30; 36; 55; 63; 87; 88]. Other works consider the assessment as an instrument to increase student engagement in the courses.