Use of information and communication technologies for classroom assessment a systematized literature review

Information and Communication Technologies (ICT), for education and assessment, offer outstanding possibilities. ICTs in assessment have the potential to modify both the way assessment has been done and what can be assessed. Research that explores the use of ICT for assessment during the habitual routine of in-class activities is an underexplored area. Therefore, the main objective of this study was to explore what academic research has said about the use of ICT for assessment during the habitual routine of in-class activities and whether they are used to modify the what or the how. Using Web of Science, all collections, a systematized literature review was conducted. By means of a search code, 174 texts were found. By means of applying inclusion and exclusion criteria, only 12 of these contributed to the objective of this study. Results indicate that there is a scarcity of research that explores the use of ICT for assessment during the habitual routine of in-class activities. Added, modifying the what of assessment is an area that is stressed to be important for both public policy and in-service teachers.