In the previous decades, most research and development efforts were invested into large-scale educational assessment projects, both at international and national level. These programs established the scientific foundation of system-level policy decisions and helped to implement accountability models at school level; furthermore, they initiated progress in related fields of psychometrics, cognitive science, and testing technologies. On the other hand, general system- or school-level feedback gives teachers little help to improve their teaching-learning processes and do not serve the individual needs of students’ learning. Recently, researchers into educational evaluation have focused their attention on classroom processes and the micro-level of learning. The function of evaluation is to provide feedback to the participants of instructional processes at several levels. For effective and efficient support of individual learning processes, feedback should be frequent, specific and precise. Innovations generated by large-scale assessment projects may be transferred to this area. There are three major fields of research where these needs advance quick development. (1) The focus of work shifts from summative to formative evaluation. (2) The reference to which assessment data are compared shifts from the norm of population to students’ own developmental level, and this move requires longitudinal data-collection and data representation. (3) Assessment data can be collected, stored, and processed; thus, feedback can be communicated most efficiently by the means of information-communication technologies. Progress in these areas has taken place more or less independently from each other, but the practical needs of improving learning processes require their integration into complex systems. This paper summarizes the main characteristics of these new tends, and shows how they become related and converge towards a more integrated structure. Also, it outlines possibilities of building complex technology-based diagnostic assessments systems. Finally, the paper examines the preconditions of implementing such system in practice and possible side effects that requires careful consideration and further research.