Student’s Academic Performance Evaluation Method Using Fuzzy Logic System

Aziz, Abdul; Golap, Md. Asaf-uddowla; Hashem, M. M. A.

doi:10.1109/icasert.2019.8934496

Cited by 9 publications

(3 citation statements)

References 10 publications

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“…Furthermore, studies conducted by Ismail et al (2019) observed that although the traditional assessment method that mostly relied on test scores is effective in accessing the students' study skills competency, it appeared to be ineffective in providing more information on other important skills. Therefore, this study suggests that the output obtained in this study should measure the student's overall performance unlike the study done by Yadav et al (2011), Barlybayev et al (2016) and Aziz et al (2019), where their findings only emphasized on student performance evaluation method which relied heavily on academic performance only. This study also revealed that by embedding rubric scoring designation into implementation of fuzzy logic approach, it is easier to assign students based on the range of classification provided, which is in line with the findings by Tay et al, (2009) that clearly stated the rubric as an essential scoring tool for subjectivity assessment.…”

Section: Fig 7 Input and Output Valuementioning

confidence: 68%

“…Their study was based on academic assessment such as mark scores in lecture, practical lesson, studio sessions, self-work of students and laboratory work to represent the overall students' performance. Recently, Aziz, Golap & Hashem (2019) proposed an application of Fuzzy Inference System (FIS) to evaluate students' performance by considering the continuous assessment in their learning programme. Their method includes the students' attendances, total time spent by the students in class and also their test marks in class and final exam results as input to determine the students' performance.…”

Section: Literature Reviewmentioning

confidence: 99%

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An Enhanced Systematic Student Performance Evaluation Based on Fuzzy Logic Approach for Selection of Best Student Award

Ajoi

Gran

Kanyan

et al. 2021

AJUE

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The Best Student Award is one of the incentives initiated by an institution to identify potential students who are not only excellent academically, but also possess great leadership skills. Moreover, these skills may also be enhanced which subsequently contribute to the future of society. Nonetheless, one of the greatest challenges faced by evaluators in the selection process include uncertainty and imprecise data in measuring the students’ leadership competencies. Thus, this paper proposes the development of Initiative-Systematic Performance Evaluation (I-SPE) as an initiative tool to measure students’ competencies based on Fuzzy Logic Approach. The study focuses on the selection of the best student based on data collected from a leadership programme – Program Kepimpinan Pewaris Bangsa (PKPB) conducted at Universiti Teknologi MARA (UiTM) Cawangan Sarawak, Mukah Campus. In the current practice, tie and time-consuming challenges due to the subjectivity and complexity of measurement criteria are involved. Therefore, I-SPE will assist to provide an improved decision-making solution to evaluators during the evaluation process. Fuzzy logic tools used to develop I-SPE allow the experts to introduce any uncertainty and subjectivity into the evaluation system. The development of fuzzy rules in this model is based on five selected attributes, which include leadership, communication, teamwork, discipline and CGPA. Results obtained indicate that the proposed model I-SPE is able to improve decision-making efficiency that would lead to fairness in selecting the best candidate as compared to the conventional method. Keywords: Evaluation, Fuzzy logic, Initiative, Leadership, Student’s Award

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Section: Fig 7 Input and Output Valuementioning

confidence: 68%

Section: Literature Reviewmentioning

confidence: 99%

An Enhanced Systematic Student Performance Evaluation Based on Fuzzy Logic Approach for Selection of Best Student Award

Ajoi

Gran

Kanyan

et al. 2021

AJUE

View full text Add to dashboard Cite

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“…Student's performance evaluation based on academic curriculum is an essential task to perform in order to make the teaching learning procedure effective and meaningful [1,2]. Now a day's students' learning process has become more or less outcome based [3].…”

Section: Introductionmentioning

confidence: 99%

Student’s performance evaluation according to the cognitive domain: fuzzy logic approach

Dam¹,

Majumder²,

Bhattacharjee

et al. 2022

J. Phys.: Conf. Ser.

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Teaching learning process is one of the important aspects in academic performance evaluation of students. This gives an idea of how much a student has gained the knowledge and skill in a particular subject during the entire season. In this paper, a multi criteria-based decision support system based on six levels of revised Bloom’s cognitive domain has been presented to measure the cognitive knowledge and skill acquired by a student. The fuzzy set theoretic approach has been adopted to overcome the vagueness/fuzziness present in the evaluation process and the inexact causal relationship between input and output parameters has been addressed using the Mamdani fuzzy IF-THEN rules. Finally, a comparative study has been depicted between the marks obtain by a group of students in the exam with their cognitive knowledge score.

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Fuzzy Logic-Based Assessment of Students Learning Outcome in Implementing Outcome-Based Education

Aziz

Hashem

2021

Lecture Notes on Data Engineering and Communications Technologies

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Student’s Academic Performance Evaluation Method Using Fuzzy Logic System

Cited by 9 publications

References 10 publications

An Enhanced Systematic Student Performance Evaluation Based on Fuzzy Logic Approach for Selection of Best Student Award

An Enhanced Systematic Student Performance Evaluation Based on Fuzzy Logic Approach for Selection of Best Student Award

Student’s performance evaluation according to the cognitive domain: fuzzy logic approach

Fuzzy Logic-Based Assessment of Students Learning Outcome in Implementing Outcome-Based Education

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