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Educational experts commonly agree that tailor-made guidance is the most efficient way to foster the learning and developmental process of learners. Diagnostic assessments using cognitive diagnostic models (CDMs) have the potential to provide individual profiles of learners’ strengths and weaknesses on a fine-grained level that can enable educators to assess the current position of learners. However, to obtain this necessary information a strong connection has to be made between cognition (the intended competence), observation (the observed learners’ responses while solving the tasks), and interpretation (the inferences made based on the observed responses of learners’ underlying competencies). To secure this stringent evidence-based reasoning, a principled framework for designing a technology-based diagnostic assessment is required—such as the evidence-centred game design (ECgD).

empirical research in vocational education and training

Developing and validating a technology-based diagnostic assessment using the evidence-centered game design approach: an example of intrapreneurship competence