The assessment of information literacy (IL) is challenging. Traditional methods often fail to capture students' true performance and their behavioral processes. Evidence-centered game design (ECgD) offers an alternative assessment framework. However, IL assessment based on ECgD often overlooks further analysis of behavioral processes, which could reveal detailed performance differences beyond scores. In this study, a general ECgD paradigm is presented and this paradigm was used to develop assessment rules. Game log data were collected from 132 middle school students, who also completed an exte...
