2021/12/10 by Xiyan Cao, Fucai Lin, Cao, Xiyan +5
Computer Science · Mathematics · #Educational Technology and Assessment #FOS: Mathematics #General Mathematics (math.GM) #Intelligent Tutoring Systems and Adaptive Learning #math.GM
paper · pdf · doi:10.48550/arxiv.2112.08108
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arxiv created 2021/12/10 · openalex publication_date 2021/12/10 · arxiv updated 2021/12/16 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/28
Fuzzy skill multimaps can describe individuals' knowledge states from the perspective of latent cognitive abilities. The significance of discriminative knowledge structure is reducing repeated testing and the workload for students, which responds to the so-called `double reduction policy'. As an application in knowledge assessment, the bi-discriminative knowledge structure is useful for evaluating `relative independence' items or knowledge points. Moreover, it is of great significance that which kind of fuzzy skill multimap delineates a discriminative or bi-discriminative knowledge structure. Moreover, we give a characterization of fuzzy skill multimaps such that the delineated knowledge structures are knowledge spaces, learning spaces and simple closure spaces respectively. Further, there are some interesting applications in the meshing of the delineated knowledge structures and the distributed fuzzy skill multimaps. We also give a more precise analysis with regard to the separability (resp. bi-separability) on which condition the information collected within a local assessment can reflect an assessment at the global level, and which condition any of the local domains can localize from given global assessment.