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Today, university pedagogues in Finland are keen on applying flipped learning techniques to improve education and learning outcomes. In accordance, assessment moves to a more formative and flipped direction as well. Flipped learning implies assessment to be continuous, yet controversially, resources in education are decreasing. The dilemma can be partly solved by increasing self-, peer-, and automatic assessment, and in addition, the exploitation of learning analytics. Tampere University hasdoi:10.4018/978-1-7998-2314-8.ch003 fatcat:fpuotemhbzfhrlpgaglon3ocvq