A Fuzzy Logic Approach for Course Outcomes-based Assessment

Abstract

Assessment of course outcome is essential to gauge how much knowledge and skills did a student gained at the end of a term; which is another concern of Outcomes-Based Education. Survey questionnaires were distributed to both low and middle-level management of Don Honorio Ventura State University to determine the importance of the study, 91.7% answered that the practice of assessing the course outcomes is seldom performed. This paper presents a fuzzy logic approach for evaluating the course outcome of Computer-Aided Design laboratory course among five sections of the Electronics Engineering program. There are three input variables and one output variable. Triangular Membership function (MF) was used to both variables, the Mamdani System was used in the Fuzzy Inference System, and to obtain the crisp output the centroid defuzzification was considered. The outcome scores show that only one section achieved satisfactory performance, and the rest are under poor performances, although the instructor had completed the course outline. The result of fuzzy approach provides lower values than the classical method if an assessment is low, and gives a higher value than the classical method if the assessment is high.