Combining Students’ Grades and Achievements on the National Assessment of Knowledge: A Fuzzy Logic Approach

Abstract

Although the idea of evaluating students’ mathematical knowledge with fuzzy logic is not new in the literature, few studies have explored the possibility of assessing students’ mathematical knowledge by combining teacher-assigned grades (i.e., school grades) with students’ achievements on standardized tests (e.g., national assessments). Thus, the present study aims to investigate the use of fuzzy logic to generate a novel assessment model, which combines teacher-assigned mathematics grades with students’ results on the Italian National Assessment of Mathematical Knowledge (INVALSI). We expanded the findings from previous works by considering a larger sample, which included more than 90,000 students attending grades 8, 10, and 13. The results showed that the tested model led to a lower assessment score compared to the traditional grading method based on teacher’s evaluation. Additionally, the use of fuzzy logic across the examined school levels yielded similar results, suggesting that the model is adequate among different educational levels.

Fuzzy Logic Approach for Predicting Student Achievement in Scratch

“…Applied to over 90,000 students across different grades, the fuzzy logic model yielded lower scores compared to traditional grading. However, its consistent results across educational levels suggest its suitability for diverse contexts [17]. Jan et al, utilized fuzzy logic-based artificial intelligence for monitoring student academic performance in engineering education.…”

Beyond Traditional Assessment: A Fuzzy Logic-Infused Hybrid Approach to Equitable Proficiency Evaluation via Online Practice Tests

“…We considered five functions that stand for the fuzzy membership ones to the sets of marks. We would like to mention that in very recent years there has been a large increase in the usage of fuzzy logic in the evaluation of students' performance [16][17][18][19][20][21][22][23][24][25][26].…”

“…By comparing the results of second exam in terms of overall points (78, 76, 80, 63, 67, 61, 68, 75, 13, 72, 74, 76, 72, 79, 70, 58, 57, 66, 66, 59, 74, 67, 36, 35, 75, 38, 36, 52, 47, 55, 25,47,73,35,31,70) and points on the open questions (15,14,15,7,6,8,9,13,0,13,13,14,11,15,15,3,9,11,8,9,13,12, 0, 3, 14, 0, 0, 6, 7, 8, 0, 3, 13, 0, 0, 7) to those first exam in terms of overall points (57,74,58,58,22,65,19,70,21,63,42,42,62,42,63,23,47,62,66,74,59,56,69,59,67,55,48,41,…”

Beyond Traditional Assessment: A Fuzzy Logic-Infused Hybrid Approach to Equitable Proficiency Evaluation via Online Practice Tests

“…We have considered five functions that stand for the fuzzy membership ones to the sets of marks. We would like to mention that in very recent years there has been a large increase of the usage of fuzzy logic in the evaluation of students' performance [18][19][20][21][22][23][24][25][26][27][28].…”