Assessing Students' Mathematical Knowledge with Fuzzy Logic

Autor/inn/en	Doz, Daniel; Felda, Darjo; Cotic, Mara
Titel	Assessing Students' Mathematical Knowledge with Fuzzy Logic
Quelle	In: Education Sciences, 12 (2022), Artikel 266 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Doz, Daniel)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Student Evaluation; Mathematics Skills; Mathematical Logic; Foreign Countries; Mathematics Tests; Standardized Tests; Grades (Scholastic); Mathematics Achievement; High School Students; Oral Language; Written Language; Italy + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematical logics; Mathematische Logik; Ausland; Standadised tests; Standardisierter Test; Notenspiegel; Mathmatics sikills; Mathematical ability; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Oral interpretation; Mündlicher Sprachgebrauch; Geschriebene Sprache; Italien
Abstract	Assessing student mathematical knowledge is an important factor in the mathematics learning process because students obtain important feedback to improve their knowledge and learning. Despite the importance of student assessment, several researchers have shown that student grades comprise noncognitive and metacognitive factors and teachers' prejudices and beliefs. One method to obtain a more objective view of student mathematical knowledge is through standardized assessments. In this paper, we analyze two methods of assessing student mathematical knowledge by considering their written and oral grades and achievements on the Italian National Assessment of Knowledge (INVALSI). The final grade was produced using the fuzzy logic inference system. It was tested on a sample of 2279 Grade 13 Italian high school students, who had both an oral and written grade in mathematics and who took the INVALSI assessment in the school year 2020-2021. Both tested fuzzy-logic-based assessment methods lowered the mean grades. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01