Evaluating students’ answerscripts using vague values

Abstract

It is obvious that education institutions must provide students with the evaluation reports regarding their test/examination as sufficient as possible and with the unavoidable error as small as possible. In this paper, we present a new method for evaluating students' answerscripts using vague values, where the evaluating marks awarded to the questions in the students' answerscripts are represented by vague values. The vague mark awarded to each question of a student's answerscript can be regarded as a vague set, where each element in the universe of discourse belonging to the vague set is represented by a vague value. An index of optimism λ determined by the evaluator is used to indicate the degree of optimism of the evaluator, where λ ∈ [0, 1]. The larger the value of λ, the more optimistic the evaluator. The smaller the value of λ, the more pessimistic the evaluator. The proposed method can evaluate students' answerscripts in a more flexible and more intelligent manner.

Measuring individual learning performance in group work from a knowledge integration perspective

“…An example in the e-Learning field can be found in [41,42]. There, vague marks are given to each student.…”

A new method for evaluating students' answerscripts based on interval-valued intuitionistic fuzzy sets

“…i of question Q.; in the interval-valued intuitionistic fuzzy grade sheet shown in Table 4 (9) Put this total mark in the box at the bottom of the interval-valued intuitionistic fuzzy grade sheet.…”

Generation of Useful Semantic Feedback for Students and Teachers

“…Non semantic approaches can also be found in literature. For instance, fuzzy sets have also been used for evaluating performance in eLearning settings (see for instance (Wang and Chen, 2008)).…”