An Integrated Instruction and a Dynamic Fuzzy Inference System for Evaluating the Acquirement of Skills through Learning Activities by Higher Middle Education Students in Mexico

Abstract

Background: The evaluation of the development of a student’s abilities and skills through a learning activity is a topic strongly questioned by the education system in Mexico. Several instruments have been developed to achieve said evaluation. However, these involve both qualitative and subjective assessment, thereby avoiding the possibility of unambiguously verifying the development of a student’s aptitudes. Methods: We developed a new instrument composed of an integrated instruction and a dynamic fuzzy inference system. Integrated instruction is a table that contains a set of instructions and a set of indicators that make it possible to evaluate knowledge, procedure, and attitude without establishing qualitative or subjective criteria to rank them. The dynamic fuzzy inference system assesses indicators under a criterion to demonstrate the development of a student’s abilities and skills. Results: The method was applied to three different learning activities, where the assessment was precise and transparent for the student, contributing to an extraordinary identification of the acquainted knowledge, procedure, and attitude that the student displayed to develop the activity. Conclusions: Our instrument evaluates the development of abilities and skills without ambiguity or subjectivity, making efficient feedback possible and allowing it to be perfected without difficulties for future adaptations.