# Challenges and Possibilities of ICT-Mediated Assessment in Virtual Teaching and Learning Processes
## 3 Results
### Systematic Review of ICT-Mediated Assessment  
According to the selected papers and the first analysis of these texts, we defined ten categories related to the three research questions. Table 2 presents the relation between the categories and the research questions and the type of analysis used for each one. Figure 2 presents the distribution of the selected documents per year of publications. For 2016, we obtained 34 documents using the inclusion and exclusion criteria of Table 2. The number of documents was the highest for 2017 (38 research articles). Additionally, we retrieved 24 documents for 2018 and 2019, respectively; and, 30 documents for 2020. Figure 3 shows the distribution of retrieved research articles per continent. The highest number of publications were obtained from Europe (53 documents). In this region, the countries with more ICT-mediated assessment publications were England and Spain, with 15 and 14 articles, respectively. We retrieved 50 documents from Asia; the country with more publications in this continent was China with 12 articles. On the other side, we obtained 21 articles from North America, finding the largest publication in the United States of America (19 documents). From Africa, Oceania, and South America, we obtained 13, 9, and 4 research articles, respectively. The selected papers present descriptive, experimental, perception, case studies, and some works describing technological development, such as digital tools, platforms, web, or mobile applications. Figure 4 shows the percentages of documents in each type of study. Descriptive studies analyze how the use of digital tools or platforms affect student performance [20; 21; 22; 23; 24], describe online course designs and their assessment components [25; 26], as well as present qualitative analyses of the possibilities and limitations of virtual assessment [27; 28; 29; 30; 31; 32; 33], and analysis of reliability and validity [34; 35]. Of the selected articles, 39 correspond to descriptive studies. On the other hand, experimental studies (31 selected articles) compare the performance of the students using ICT-mediated assessment strategies [36; 37; 38; 39; 40]; \begin{table}
\begin{tabular}{l l} \hline \hline
**Criteria** & **Description** \\ \hline \multirow{3}{*}{1. Database} & SCOPUS \\  & SAGE Journals \\  & Taylor\&Francis \\ \hline
2. Type of publication & Research journal \\ \hline
3. Year of publication & Between 2016 to 2020 \\ \hline \multirow{6}{*}{4. Inclusion criteria} & ICT-mediated assessment and evaluation \\  & ICT-mediated assessment approaches \\ \cline{1-1}  & Perception studies in online settings \\ \cline{1-1}  & Development and description of tools and platforms \\ \cline{1-1}  & for online assessment \\ \cline{1-1}  & Experimental research comparing online and \\ \cline{1-1}  & face-to-face assessment \\ \hline \multirow{6}{*}{5. Exclusion criteria} & Evaluation of online platforms, digital contents, \\ \cline{1-1}  & and online learning methodologies not focused on \\ \cline{1-1}  & assessment processes \\ \cline{1-1}  & Design of courses, platforms, or digital contents \\ \cline{1-1}  & Assessment approaches not related to online settings \\ \cline{1-1}  & Assessment instruments not related to online settings \\ \cline{1-1}  & No access to the full text \\ \hline \hline \end{tabular}
\end{table} 
Table 1: Search criteria for the systematic review. some of these studies use control groups that develop the assessment activities as usual in the course [41; 42; 43; 44; 45; 46; 47], for example, in a face-to-face setting [48; 49; 50]. We also found 34 studies of perception, which seek to determine the acceptability, engagement, opinion, and valuation of digital tools, platforms, or ICT-mediated assessment strategies from students and teachers (e.g., [51; 52; 53; 54]). Other articles present the design and implementation of digital tools, web or mobile platforms, or software supporting ICT-mediated assessment; 40 articles were found in this category (e.g., [55; 56; 57; 58]).