Constrained Subjective Assessment of Student Learning

Student learning is a complex incremental cognitive process; assessment needs to parallel this, reporting the results in similar terms. Application of fuzzy sets and logic to the criterionreferenced assessment of student learning is considered here. The constrained qualitative assessment (CQA) syste...

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Bibliographic Details
Published inJournal of science education and technology Vol. 14; no. 3; pp. 271 - 284
Main Author Saliu, Sokol
Format Journal Article
LanguageEnglish
Published New York Springer Science+Business Media, Inc 01.09.2005
Springer
Springer Nature B.V
Subjects
Assessed values
Backwash
Cognitive ability
Comparative Analysis
Computer graphics
Computer Science Education
Criteria
Criterion Referenced Tests
Engineering education
Evaluation Criteria
Evaluation Methods
Fuzzy logic
Fuzzy sets
Fuzzy systems
Higher Education
Learning
Learning Processes
Operational terms
Outcomes of education
Polls
Reliability analysis
Student Evaluation
Students
Subjective assessment
Systems design
Teachers
Teaching Methods
Test Reliability
Test Validity
Testing
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Summary:Student learning is a complex incremental cognitive process; assessment needs to parallel this, reporting the results in similar terms. Application of fuzzy sets and logic to the criterionreferenced assessment of student learning is considered here. The constrained qualitative assessment (CQA) system was designed, and then applied in assessing a past course in microcomputer system design (MSD). CQA criteria were articulated in fuzzy terms and sets, and the assessment procedure was cast as a fuzzy inference rule base. An interactive graphic interface provided for transparent assessment, student "backwash," and support to the teacher when compiling the tests. Grade intervals, obtained from a departmental poll, were used to compile a fuzzy "grade" set. Assessment results were compared to those of a former standard method and to those of a modified version of it (but with fewer criteria). The three methods yielded similar results, supporting the application of CQA. The method improved assessment reliability by means of the consensus embedded in the fuzzy grade set, and improved assessment validity by integrating fuzzy criteria into the assessment procedure.
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ISSN:1059-0145
1573-1839
DOI:10.1007/s10956-005-7193-1