ABSTRACT
The 2020 COVID-19 health pandemic has accelerated the trend towards digitizing education. Increased digitization necessitates a robust and regulatory framework for monitoring standards in a knowledge society, which requires adaptivity to the continuous changes in the quality assurance processes (moderation). This provides the rationale for an investigation into the literature trends in eModeration processes. This study draws on a systematic literature review as methodology to examine the extant literature on trends in eModeration research including the purpose of the research, methodologies and limitations regarding existing eModeration systems. The findings reveal that there is little, if any, empirical evidence of systems dedicated to online moderation of assessments specifically within the secondary school sector and that eModeration is mainly an emergent phenomenon with numerous adoption challenges, especially in resource constrained contexts. © 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.