Irina L. Uglanova, Junior Research Fellow, Center for Psychometrics and Measurements in Education, Institute of Education, National Research University Higher School of Economics.
Address: Bld. 10, 16 Potapovsky Ln, 101000 Moscow, Russian Federation. E-mai: iuglanova@hse.ru (corresponding author)

Irina N. Pogozhina, Doctor of Sciences in Psychology, Associate Professor, Department of Psychology of Education and Pedagogics, Faculty of Psychology, Lomonosov Moscow State University.
Address: Bld. 9, 11 Mokhovaya Str., 125009 Moscow, Russian Federation. E-mail: pogozhina@mail.ru

For the pedagogical principle of assigning comprehensible and adequate tasks to be implemented, allowance should be made for students’ individual levels of logical reasoning, which requires diagnostic measures for objective and quick assessment. Today, the “clinical method” allows the most comprehensive assessment of logical thinking within the Piagetian framework. However, this diagnostic measure is extremely resource-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, instructional 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. Implementation of these principles is analyzed using the example of computerized performance-based assessment of scenario-based problem solving in the form of stealth assessment of fifth- and seventh-grade pupils.