Higher education students use a wide range of information and communication technologies for personal and study purposes, collectively known as a Personal Learning Environment (PLE). The ways in which students use technologies to prepare and complete assessment tasks, however, has not been researched as much as their general use of technology. This paper reports on the process adopted to develop a research-informed framework to engage higher education students in the use and evaluation of technologies for assessment purposes within their PLEs. The method used to construct the framework is presented alongside recommendations for how the framework may be used by lecturers and students.