Decision Making Rules for Assessment of Students' Knowledge

S. Encheva and S. Tumin (Norway)


Webbased assessment, learning, concept


Automated tests are widely recognized as to be among the most useful educational tools. Unfortunately most of the existing computer systems providing technical support for such tests are based on classical logic and therefore cannot reason in the presence of inconsistencies. In this paper we discuss how to assess students’ understanding of new terms and concepts applying many-valued logic. This allows an assessment system to give meaningful responces in case of incomplete or inconsistent input.

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