Abstract
This paper highlights the relevance of a relatively new quantitative methodology known as fuzzy logic to the task of measuring educational achievement. It introduces the principles behind fuzzy logic and illustrates how these principles could be applied by educators in the area of assessment using portfolio evidence. Presently, and particularly in the UK, the assessment of portfolios is very much perceived as the way forward in measuring achievement. The paper argues that fuzzy logic could offer some useful insight when trying to rationalise assessors' deliberations with respect to complex portfolio types of evidence. Illustrations are drawn from issues being tackled by the UK's National Council for Vocational Qualifications (NCVQs) to support the argument. The need expressed in this paper for an improvement in current educational measurement is supported by developments in other fields of enquiry, where new perspectives were adopted to warrant advances in these areas of study.Finally the paper argues tha...
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
