Knowledge Assessment Supported by Interval Numbers and Concept Lattices-Knowledge assessment
Available Online August 2015.
- https://doi.org/10.2991/msam-15.2015.86How to use a DOI?
- knowledge assessment; interval numbers; alternatives
- Selection of an optimal knowledge assessment method appears to be a multiple criteria decision making problem among many other things. There is hardly any doubt that working with humans knowledge is always done in the presence of uncertainties. It is also not a secret that a large number of experts in the field of knowledge assessment feel much more comfortable expressing their opinions and statements in linguistic terms and number intervals rather than with crisp values. In this work we address the problem of ranking alternatives for students’ knowledge assessment. Interval number theory seems to be an appropriate approach to begin with, when considering the nature of such investigations. While the method is definitely useful for handling interval data it certainly does not indicate what two or more alternatives have in common. This type of information is often required when in real life situations the best theoretically proven alternative cannot be taken. Therefore we propose application of formal concept analyses on the same data in addition to the work performed with interval number theory. Combining these two methods can facilitate multiple attribute decision making processes where for some reasons outcomes of alternatives’ rankings with interval numbers have to be reconsidered.
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- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Sylvia Encheva PY - 2015/08 DA - 2015/08 TI - Knowledge Assessment Supported by Interval Numbers and Concept Lattices-Knowledge assessment BT - 2015 International Conference on Modeling, Simulation and Applied Mathematics PB - Atlantis Press SN - 1951-6851 UR - https://doi.org/10.2991/msam-15.2015.86 DO - https://doi.org/10.2991/msam-15.2015.86 ID - Encheva2015/08 ER -