Fuzzy logic-based multilevel assessment model for education quality with dynamic learning planning approach
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
In order to solve the problem of vagueness and uncertainty, which is difficult to deal with in traditional education assessment, this paper introduces the theory of fuzzy matrix logic, and constructs a multilevel assessment model of education quality by means of the affiliation function and multilevel weight allocation.Through fuzzy reasoning and cognitive estimation techniques, combined with knowledge graph visualization, the cognitive level of learners is accurately estimated to achieve personalized learning resource recommendation.The quality assessment of physical education teaching in colleges and universities is taken as an example to verify the application value of the model.The constructed PE teaching quality evaluation index system contains 3 level 1 indicators, 11 level 2 indicators, and 38 level 3 indicators.The initial index scoring result of the PE classroom by 5 raters is an average score of 100.8, which is 89.2 points different from the full average score.The weights of the indicators within the 3 levels do not differ much.Students' levels of knowledge of the 6 initial physical education concepts ranged from 0.53 to 0.86 points.The maximum inter-conceptual influence strength was 0.86 and the minimum was 0.18.After the interference of the resource recommendation, the cognitive level increased to between 0.67-0.98points.The maximum inter-conceptual influence intensity reaches 1.The Sig value is greater than 0.05, and the results of the model calculations have reliability and can be used for education quality assessment and dynamic learning planning method improvement.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it