Background: 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 evidencebased reasoning, a principled framework for designing a technology-based diagnostic assessment is required-such as the evidence-centred game design (ECgD). Aim:With regard to a diagnostic assessment, three aspects are of particular importance according to the ECgD approach: (I) the selection of a measurable set of competence facets (so-called skills) and their grain-size, (II) the constructed pool of skill-based tasks, and (III) the clear and valid specified task to skill assignments expressed within the so-called Q matrix. The Q matrix represents the a priori assumption for running the statistical CDM-procedure for identifying learners' individual competence/skill profiles. These three prerequisites are not simply set by researchers' definition nor by experts' common sense. Rather, they require their own separate empirical studies. Hence, the focus of this paper is to evaluate the appropriateness and coherence of these three aspects (I: skill, II: tasks, and III: Q matrix). This study is a spin-off project based on the results of the governmental ASCOT research initiative on visualizing apprentices' workrelated competencies for a large-scale assessment-in particular, the intrapreneurship competence of industrial clerks. With the development of a CDM I go beyond the IRT-scaling offering the prerequisites for identifying individuals' skill profiles as a point of departure for an informative individual feedback and guidance to enhance students' learning processes.Methods: Therefore, I shall use a triangulated approach to generate three empirically based Q matrix models from different sources (experts and target-group respondents), inquiry methods (expert ratings and think-aloud studies), and methods of analyses (frequency counts and a solver-non-solver comparison). Consequently, the four single Train (2017) Train (2017) 9:6 Q matrix models (researchers' Q matrix generated within the task construction process and the three empirically based Q matrix models) were additionally matched by different degrees of overlap for balancing the strengths and weaknesses of each source and method. By matching the patterns of the four single Q matrix models, the appropriateness of the set of intrapreneurship skills (I) and the pool of intrapreneurship tasks (II) were investigated. ...

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We describe an approach to characterizing and diagnosing complex professional competencies (CPCs) for the field of Intrapreneurship, i.e. activities of an entrepreneurial nature engaged by employees within their existing organizations. Our approach draws upon prior conceptual, empirical, and analytical efforts by researchers in Germany. Results are presented from an application of a cognitive diagnostic modeling approach to the performance of late stage apprentices on tasks derived from a previously developed competence model of Intrapreneurship. The results are discussed in terms of the type of cognitive diagnosis model (CDM) most appropriate for the domain and task battery, and patterns of performance are presented for seven diagnosable Intrapreneurship skills. By interpreting the assessment task response data in terms of a CDM, diagnostic, skill‐based information is obtained which verifies the strengths and weaknesses of the apprentices at a late stage in their training and has the potential to provide feedback to training programs triggering the improvement of individual apprentice learning and subsequent work‐related performance.

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