Designing a Unified, Curriculum-Aligned Reporting Infrastructure for Fair Assessment: A Design-Based Research Study in Flemish Secondary Education

Background: Competency-based education in Flanders requires transparent, curriculum-aligned, and fair assessment processes. Existing digital evaluation tools often remainfragmented, opaque, and poorly integrated into teachers’ workflows, undermining bothformative assessment and high-stakes decision-making.Purpose: While personalized learning frameworks and curriculum alignment models havebeen widely discussed internationally, few have been operationalised into a coherent, teacher-co-designed digital environment that enables individualised pathways while maintainingsystemic fairness. Naviskore addresses this gap through a multi-year design-based researchprocess with Flemish educators. The platform uniquely integrates fairness-by-designprinciples and curriculum-aligned structures, and has been architected with a human-in-the-loop approach to future AI integration, moving beyond existing systems that typically addressthese pedagogical, technical, and ethical dimensions in isolation.Method: Over four years, Naviskore was developed through iterative co-design cyclesinvolving teachers, school leaders, and IT staff. The platform integrates structured evaluationinput, curriculum-linked reporting, and role-based access controls, while preserving teacherautonomy and supporting both formative and summative assessment.Results: Currently implemented in four secondary schools, Naviskore has processed overtwo million evaluations. Key features include version-stable evaluations, curriculum-linkedreporting, differentiated access rights, and an ethical infrastructure for AI readiness. Ratherthan automating decisions, the system facilitates human-in-the-loop interpretation at bothclassroom and system levels.Conclusion: Naviskore offers a transferable model for equitable, data-informed competency-based on an evaluation, illustrating how digital infrastructures can align classroom practice withpolicy-level ambitions for fairness, transparency, and teacher agency.