A Continuous Assessment Strategy Using Fuzzy Logic

A Continuous Assessment Strategy Using Fuzzy Logic

Abraham Varghese (Higher College of Technology, Oman), Jincy S. George (Adi Shankara Institue of Engineering and Technology, India) and Joseph George (Adi Shankara Institute of Engineering and Technology, India)
DOI: 10.4018/978-1-5225-5430-1.ch005
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Effective teaching depends on the ability to channel the knowledge from different sources properly to the students that enhances the total development of their mental growth as well as creative thinking. Therefore, it is essential to have a systematic mechanism to ensure the intended objectives of the lecture have reached the students. The assessment method should be in such a way that it has to mind each and every parameter that contributes to effective learning in a continuous and systematic fashion. With this focus, the purpose of this chapter is to present an efficient way of assessing the course learning outcome with the help of fuzzy logic concepts. The advantage of this approach relies on its efficacy to give more or less unique output corresponding to each and every input, which is not in the case of traditional assessment methods. This Mamdani rule-based approach gives an accurate measure to assess the attainment level of the course by considering every parameter enabling the learning process.
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1. Introduction

Course Outcomes (COs) are the intended knowledge and the skills that a student is expected to attain at the end of the course. It differs from course objectives which are broad statements of teaching targets. It is usually written using abstract terms and phrases like ‘appreciate’, ‘understand’, ‘become familiar with’, etc. Course outcomes refer to specific knowledge, practical skills, areas of professional development, attitudes and higher-order thinking skills. These are the outcomes that Course Instructors (CI) expect students to develop, learn, or master during the course. Simply stated, expected learning outcome statements focus on two questions. 1) What are the outcomes that instructors want students to know at the end of the course? and 2) What are they expected to do at the end of the course? The activities, tests, assignments etc. are to be planned based on the above mentioned questions. Hence it is very essential to assess the students whether they have achieved the above said goals or not. Therefore, Outcomes Assessment (OA) is the process of gathering information about the teaching learning process. It helps to find out whether they have achieved the goals through the activities and experiments conducted and to understand the impact on those students who partake in them. Such assessment really helps students to communicate effectively about the expectations and importance of a program or a course and for their consistent evaluation in a transparent way. It helps the faculty members to demonstrate an institutional commitment in continually improving the academic programs and services offered by the College (Nicholas 1991). It allows them to make proper planning based on the outcomes and eventually allows them to make better decisions. Usually the success or failure of a course is decided by the percentage of pass in that course, which is not an exact measure of assessing a course. For example, the percentage of students getting marks in the given range is depicted in the Table 1. It is observed that even though the percentage of pass is more in section 1, the weighted average is less compared to section 2, and section 3.

Table 1.
The course outcome score from 4 different sections of same subject out of 3
Percentage of students getting mark
Section>=50 & < 60>=60 & <70>=70 & < 80>=80 & <90>=90pass %Weighted Average

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