Measurement in criterion based tests with utilization of fuzzy logic and usage of this methodology in computerized adaptive tests

In this research, the contribution of fuzzy logic calculation methodology in student achievement measurement process is studied and the employment of this measurement approach in computerized adaptive tests is researched. In addition, the effect of multi-achievement related questions on measurement is also addressed. Initially, the questions which are designed to test the selected seven achievements from primary school seven grade curricula were coupled with the fuzzy values. Afterwards, these fuzzy values were used to compute the student achievement level. In this research application, Pretest-Posttest with Control Group experimental model was benefited as the research methodology. The questions were directed to the students by means of an adaptive software which had been explicitly coded for this research. Students in one of the experimental groups took the test beginning with medium difficulty level, while in the other group, students selected the difficulty level on their own appreciation at the beginning of the test. “Center Of The Maximum Value” and “Center of Gravity” approaches to the defuzzification of fuzzy values were tested and compared in student achievement measurement process. Consequently, using fuzzy logic in adaptive tests which were assessed to be used effectively in self learning and distance education via automated systems is found to be plausible. It is also evaluated that the technique used in this research is supporting the adaptive test goals.