Fuzzy Logic as a Tool for Assessing Students’ Knowledge and Skills

Fuzzy logic, which is based on fuzzy sets theory introduced by Zadeh in 1965, provides a rich and meaningful addition to standard logic. The applications which may be generated from or adapted to fuzzy logic are wide-ranging and provide the opportunity for modeling under conditions which are impreci...

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Bibliographic Details
Published in:Education sciences 2013-06, Vol.3 (2), p.208-221
Main Author: Voskoglou, Michael
Format: Article
Language:English
Subjects:
Achievement Rating
Calculus
Cognitive Ability
defuzzification
Educational Practices
Evaluation Methods
Foreign Countries
Fuzzy logic
fuzzy sets
Greece
Group Activities
Higher Education
Knowledge
Knowledge Level
Logic
Logical Thinking
Mathematical Logic
Probability
Problem Solving
Qualitative Research
Semantics
Skill Analysis
Skills
Statistical Analysis
Student Evaluation
Student Organizations
students’ assessment
Success
Teaching Methods
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Summary:Fuzzy logic, which is based on fuzzy sets theory introduced by Zadeh in 1965, provides a rich and meaningful addition to standard logic. The applications which may be generated from or adapted to fuzzy logic are wide-ranging and provide the opportunity for modeling under conditions which are imprecisely defined. In this article we develop a fuzzy model for assessing student groups’ knowledge and skills. In this model the students’ characteristics under assessment (knowledge of the subject matter, problem solving skills and analogical reasoning abilities) are represented as fuzzy subsets of a set of linguistic labels characterizing their performance, and the possibilities of all student profiles are calculated. In this way, a detailed quantitative/qualitative study of the students’ group performance is obtained. The centroid method and the group’s total possibilistic uncertainty are used as defuzzification methods in converting our fuzzy outputs to a crisp number. According to the centroid method, the coordinates of the center of gravity of the graph of the membership function involved provide a measure of the students’ performance. Techniques of assessing the individual students’ abilities are also studied and examples are presented to illustrate the use of our results in practice.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci3020208