Assessments are an important part of many teaching and learning activities. Since several decades, electronic aids are involved in planning, conducting and evaluating such assessments. However, there are still many scenarios in which electronic assessments cannot be smoothly integrated into teaching and learning due to organizational or technical issues. Although there is a large body of research on the educational aspects of electronic assessments, there seems to be a lack of research on the connections between organizational and technical aspects as well as on the integration of technical innovation into a larger context. This thesis aims to reduce that lack and to create a map that defines, explains and covers electronic assessment as a subject of study that brings together research results from process modeling, software engineering, educational technology and educational data analysis. This thesis summarizes and advances the state-of-the-art in these four areas by creating structured catalogues and conceptual frameworks. In addition, it maps these theoretical results back to practice in several case studies. The result is an integrated view on various aspects of electronic assessments and their connections between each other and a larger context, which is intended to prepare the ground for future research.