{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,11,2]],"date-time":"2025-11-02T04:41:17Z","timestamp":1762058477006,"version":"build-2065373602"},"reference-count":69,"publisher":"MDPI AG","issue":"8","license":[{"start":{"date-parts":[[2022,7,23]],"date-time":"2022-07-23T00:00:00Z","timestamp":1658534400000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Axioms"],"abstract":"<jats:p>Although the idea of evaluating students\u2019 mathematical knowledge with fuzzy logic is not new in the literature, few studies have explored the possibility of assessing students\u2019 mathematical knowledge by combining teacher-assigned grades (i.e., school grades) with students\u2019 achievements on standardized tests (e.g., national assessments). Thus, the present study aims to investigate the use of fuzzy logic to generate a novel assessment model, which combines teacher-assigned mathematics grades with students\u2019 results on the Italian National Assessment of Mathematical Knowledge (INVALSI). We expanded the findings from previous works by considering a larger sample, which included more than 90,000 students attending grades 8, 10, and 13. The results showed that the tested model led to a lower assessment score compared to the traditional grading method based on teacher\u2019s evaluation. Additionally, the use of fuzzy logic across the examined school levels yielded similar results, suggesting that the model is adequate among different educational levels.<\/jats:p>","DOI":"10.3390\/axioms11080359","type":"journal-article","created":{"date-parts":[[2022,7,24]],"date-time":"2022-07-24T22:49:02Z","timestamp":1658702942000},"page":"359","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":5,"title":["Combining Students\u2019 Grades and Achievements on the National Assessment of Knowledge: A Fuzzy Logic Approach"],"prefix":"10.3390","volume":"11","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-6942-6937","authenticated-orcid":false,"given":"Daniel","family":"Doz","sequence":"first","affiliation":[{"name":"Faculty of Education, University of Primorska, Cankarjeva 5, 6000 Koper, Slovenia"}]},{"given":"Darjo","family":"Felda","sequence":"additional","affiliation":[{"name":"Faculty of Education, University of Primorska, Cankarjeva 5, 6000 Koper, Slovenia"}]},{"given":"Mara","family":"Coti\u010d","sequence":"additional","affiliation":[{"name":"Faculty of Education, University of Primorska, Cankarjeva 5, 6000 Koper, Slovenia"}]}],"member":"1968","published-online":{"date-parts":[[2022,7,23]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"24","DOI":"10.1186\/s40594-020-00225-4","article-title":"Reviewing assessment of student learning in interdisciplinary STEM education","volume":"7","author":"Gao","year":"2020","journal-title":"Int. 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