E-assessments of students profoundly influence their motivation and play a key role in the educational process. Adapting assessment techniques to current technological advancements allows for effective pedagogical practices, learning processes, and student engagement. The "Handbook of Research on E-Assessment in Higher Education" provides emerging perspectives on the theoretical and practical aspects of digital assessment techniques and applications within educational settings. Featuring coverage on a broad range of topics such as competency assessment, adaptive courseware, and learning performance, this publication is ideally designed for educational administrators, educational professionals, teachers and professors, researchers, and graduate-level students seeking current research on comparative studies and the pedagogical issues of online assessment in academic institutions. This book contains the following chapters: (1) E-Assessment and Multiple-Choice Questions: A Literature Review (José Azevedo, Ema Patrícia Oliveira, and Patrícia Damas Beites); (2) Tools for E-Assessment Techniques in Education: A Review (Anamika Gupta, Kajal Gupta, Anurag Joshi, and Devansh Sharma); (3) Assurance of Learning and Accreditations Through Assessment in Business Schools (Mounir Kehal); (4) Evaluating E-Assessment: A Practical Application Using Statistical Methods (José Azevedo, Patrícia Damas Beites, and Ema Patrícia Oliveira); (5) A Grading Data Warehouse Approach to Measuring and Analyzing Learning Performance: From Grading to Competency-Oriented Assessment (Michael Aram, Felix Mödritscher, Gustaf Neumann, and Monika Andergassen); (6) Integrating Assessment, Feedback, and Learning Analytics in Educational Games: Literature Review and Design of an Assessment Engine (Yaëlle Chaudy and Thomas M. Connolly); (7) Original E-Assessment Methods (Liana Stanescu and Marius Brezovan); (8) Combining the Overlay Model and Bayesian Networks to Determine Learning Styles in AHES (Mouenis Anouar Tadlaoui, Rommel Novaes Carvalho, and Mohamed Khaldi); (9) Dynamic, Online, Objective Assessment for Continuous Assessment (Justin Hatt); (10) Aligning E-Assessment With Learning Outcomes (Rita Falcao and Alfredo Soeiro); (11) A Revolutionized Model for Teaching Practicum and Assessment: E-PRASMO (Noor Saazai Mat Saad, Ramiaida Darmi, Suraini Mohd Ali, Nurkhamimi Zainuddin, Normazla Ahmad Mahir, Norhaili Massari, Norhana Abdullah, Fariza Puteh-Behak, Haliza Harun, Zarina Ashikin Zakaria, and Mohd Muzhafar Idrus); (12) A Model for Competence E-Assessment and Feedback in Higher Education (Ana González-Marcos, Fermín Navaridas-Nalda, Joaquín Ordieres-Meré, and Fernando Alba-Elías); (13) E-Assessment in Portuguese Higher Education: Framework and Perceptions of Teachers and Students (Lúcia Amante, Isolina Rosa Oliveira, and Maria João Gomes); (14) Principles of Natural Language Processing and Adaptive Courseware in E-Assessments: Empirical Evaluations (Ani Grubišic, Slavomir Stankov, Branko Žitko, Suzana Tomaš, Emil Brajkovic, Tomislav Volaric, Daniel Vasic, Ines Šaric, and Arta Dodaj); (15) Assessment of Learning Experiences in the Mathematics Subject Based on an E-Assessment System: Case -- Postgraduate in Senior Management in Online Mode (Edgar Oliver Cardoso Espinosa); (16) Staff Reflections on Using E-Assessment Feedback in the Digital Age (Akrum Helfaya and James O'Neill); (17) The Development of a Master Thesis Mediated Through Technology: Challenges Felt in the Master of Administration Assistance (Anabela Mesquita); and (18) E-Assessment of Cognitive Skills in Outcome-Based Education for Object-Oriented Programming: A Graduate-Level Experimental Report (Jeya Mala Dharmalingam).