These seven dimensions of results clearly show the wide potential and diversity of the impact that digital technologies may have in the school universe. The
assessment must back projects to arrange methodologies, coordinate these initiatives with expectations in changing times and create mechanisms able to report accurately and timely on progress and limitations of interventions. For such reason, it is impossible to avoid concerns about how to evaluate the outcomes and impact of digital technologies, entering the domain of assessment techniques and methods. The panel voiced hope that projects of that nature provide “digital evaluations,” that is to say, harness technological resources to guide evaluation processes.

Bianca Castiglione et al.

Vivo (2016). Assessment Experiences in Digital Technologies in Education.