Modelo basado en Lógica Difusa para el Diagnóstico Cognitivo del Estudiante

the appreciation of a student's cognitive status has problems originated in the treatment of the imprecision present in the nature of the cognitive status' dynamic. the interpretative focus of the observations done by the teacher on the student's activity also influences in the before mentioned problems. the assessment with a rigid scoring seems inappropriate to measure this dynamic phenomenon. in order to treat the imprecision involved in a more flexible way, an approach based on fuzzy logic is proposed aiming at improving the diagnosis. in this approach, the linguistic variable knowledge level is estimated using three linguistic variables: grades' progression, tests' passing level, and final grade with respect to the course's average. the approach is comprised by 27 fuzzy rules that capture the professors' expertise and uses three linguistic variables of input and one of output. the experience carried out showed an enlarged vision to obtain additional information from traditional grades. advantages have been found in the students' assessment with the proposed approach: it is more flexible than the traditional assessment and the professors can express themselves in a natural language.