# Challenges and Possibilities of ICT-Mediated Assessment in Virtual Teaching and Learning Processes
## 5 Conclusions  
This paper analyzed the perspectives of ICT-mediated assessment from a systematic review of work published from 2006 to 2020 and a comparison of widely used LMS. The systematic review was developed using a PRISMA methodology using research papers on SAGE, SCOPUS and Taylor&Francis databases. Once we removed duplicated records and documents that did not meet the inclusion and exclusion criteria, 150 research papers related to the development or incorporation of ICT-mediated assessment were included in the analysis. This study defined eight categories used to classify the documents and to address the research questions. The first was a quantitative synthesis of the type of studies found in the literature. This analysis evidenced the scientific community's interest in developing experimental, descriptive, and perception studies, as well as research involving technological development. The second category analyzed the actors on which the research focuses: students, teachers, or both. We noted that most studies are student-centered, evidencing a change in the role of students in their formative process. However, the few studies oriented towards teachers show the need: first, to define the new role of teachers in virtual learning environments; and second, to determine the skills and knowledge that teachers require for the development of their role in the learning process. We also analyzed the evaluation of contents, skills, and outcomes, and the purpose of this evaluation. We found that, while the traditional evaluation approach to measuring and standardizing knowledge levels is persistent, there are also nontraditional approaches that make use of ICT to explore new evaluation possibilities and interpretations. Here, we highlight the studies that orient the evaluation towards the diagnosis of students for the personalization of the formative process and others that place students as the protagonists of their formation, with strategies such as peer-assessment. The review showed the tendency to develop and incorporate ICT-mediated assessment in STEM areas. However, the diversity of digital tools is an opportunity for the social sciences and other areas. We found a high number of digital tools and applications, enabling the diversity of the assessment activities. We found both traditional settings, based on questioning, and more creative and interactive ways of assessment. However, this growing technological development imposes a challenge to the learning process actors: institutions, teachers, and students. It is necessary to define new educational approaches that allow the efficient incorporation of ICT at the institutional level. For their part, teachers require the acquisition of new skills to use digital tools and design significant evaluation activities that use them. Students are also forced to acquire those digital skills that enable them to new forms of education. Finally, we can note some limitations of this study. On one side, there are limitations related to the methodology since the results depend on the research question, the database, and the inclusion and exclusion criteria. This study described a clear and precise search equation related to the research questions. However, the search equation can be posed differently, revealing other studies given each database's search algorithms. The selected databases also limit the study to the articles indexed in them. On the other hand, we find a limitation related to the language of the publication. The selected databases include most articles in English. Therefore, studies in other languages are not reflected in this review. For example, there was a lag of studies in ICT-mediated assessment in regions such as Latin America. **Author Contributions:** Conceptualization, E.M.T.-M., M.C.T.-M., and L.D.R.B. ; methodology, E.M.T.-M., L.D.R.B., and M.C.T.-M.; formal analysis, E.M.T.-M., and M.C.T.-M.; investigation, E.M.T.-M., L.D.R.B., and M.C.T.-M.; writing--original draft preparation, E.M.T.-M., M.C.T.-M., and L.D.R.B.