An Application of Triangular Fuzzy Numbers to Learning Assessment

Abstract

Assessment cases appear frequently in our everyday life involving a degree of uncertainty and (or) ambiguity. Fuzzy logic, due to its nature of characterizing such cases with multiple values, offers rich resources for dealing with them. Fuzzy Numbers play a fundamental role in fuzzy mathematics, analogous to the role played by the ordinary numbers in classical mathematics. In the present paper we utilize the simplest form of Fuzzy Numbers i.e. the Triangular Fuzzy Numbers, for assessing student learning skills. The concept of learning is fundamental for the study of human cognitive action and very many theories have been developed through the years by psychologists and education researchers for the description and explanation of its mechanisms. Therefore the above fuzzy assessment approach has an increased interest. Our results are illustrated by an application on learning mathematics, in which the use of Fuzzy Numbers as an assessment tool is validated through the comparison with assessment methods of the bivalent and fuzzy logic already established by the author in earlier works.