<![CDATA[This study analyzes the concept of preparing cognitive-diagnostic assessment instruments that are responsive to the different learning needs of elementary school students through a systematic literature review approach based on PRISMA 2020. From the initial 300 articles, ten selected studies were analyzed in depth to examine the theoretical basis, development procedures, validity, reliability, and responsiveness of the instruments to the diversity of students' cognitive abilities. The results of the synthesis show that effective diagnostic instruments generally emphasize misconception detection, conceptual understanding, and reasoning processes through the use of multi-tier formats, digital assessments, and adaptive approaches. Various studies report that valid and reliable instruments are able to improve the accuracy of teacher diagnosis and support differentiated learning. However, challenges are still found in the form of low differentiation of certain questions, limitations of implementation in the classroom, and lack of optimal integration of assessments into follow-up strategies. These findings confirm the need for a conceptual model of instruments that is more adaptive, comprehensive, and aligned with today's learning needs.]]>
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