ICTs offer new opportunities for innovation in educational assessment. These opportunities could be positioned in a continuum where the lower extreme is the transference from paper-pencil tests to ICT-based tests and the higher extreme is the use of ICT and Web 2.0 for supporting the transition to a new pedagogy involving assessment for learning, in which both teachers and learners participate in reflection, dialogue and decision- making and assessment includes strategies for self-assessment and peer assessment emphasizing the next steps needed for further learning.

The Policy Brief contains an overview of the state-of-the-art, major trends, challenges and policy recommendations on design, implementation and monitoring of ICT-based assessment.