What the New Measure of Thinking Contemporary Education

For the pedagogical principle of assigning comprehensible and adequate tasks to be implemented, allowance should be made for students' individual levels of logical rea -soning, which requires diagnostic measures for objective and quick assessment. To-day, the "clinical method" allows the most comprehensive assessment of logical think-ing within the Piagetian framework. However, this diagnostic measure is extremely re-source-consuming, hence unsuitable for large-scale testing. An overview of literature shows that the existing standardized diagnostic measures require a great number of highly-qualified experts to review the scores and prepare feedback for teachers, in- structional designers, practicing psychologists and researchers. The article describes design methodology of an instrument to evaluate levels of logical reasoning that will allow automated scoring without sacrificing score meaning, eventually facilitating and accelerating the diagnostic measurement procedure. Imple-mentation of these principles is analyzed using the example of scenario-based tasks realized as computerized performance-based assessment in the form of stealth as-sessment of fifth-and seventh-grade pupils.