Abstract
Teachers always face problems when assessing the competence level of test participants (whether students, undergraduates, etc.) in both moral and psychological fields as well as methodological. This raises important questions on the creation of professional systems, which have mathematical models set forth for their vital foundational path. The current working method in the creation of mathematical models for evaluating the competency of test participants is based on a fuzzy logic approach using both the explicit and implicit knowledge of highly qualified experts. One can see the realisation of this method in the example of Englishlanguage instruction. A comparison of two common assessment scales for knowledge of the tested has been carried out – the «fivepoint » standard adopted in Russia (or required, actually) and the converted sevenpoint ECTS (European Credit Transfer and Accumulation System) rating scale which is based on percentage. This study has shown that teachers cannot effectively assess the participants’ competency, neither on individual topics nor on the course as a whole, due to the narrowness of the «fivepoint » scale.
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