A meta-analysis approach to measure the impact of project-based learning outcome with program attainment on student learning using fuzzy inference systems
Abstract
This paper presents a fuzzy inference method to investigate the impact of project-based assessment on the desirable outcomes by analyzing students creative and critical thinking, collaborative decision-making, and communication skills with realistic constraints and standards through theory and practical implementation in (a) course attainment and (b) on overall program attainment carried out in engineering discipline. This paper uses twelve specific parameters to capture program attainment parameters (PAPs). It proposes three main parameters to define various assessment system elements required for assessing course attainment parameters (CAPs), correlated with each other. To the best of the author's knowledge, to date, there is no defined mathematical tool to map CAPs to PAPs. Thus, this paper proposes assessment pedagogy to evaluate the PAPs corresponding to CAPs to handle the vague correlation mapping using fuzzy logic. The methodology and the preliminary results conducted for one year are promising, helping educators evaluate a candidate's performance individually or in a group on several assessment criteria, assisting in attaining the knowledge, values, attitude, deep learning, and skills needed for sustainable education development.
How strong is the evidence?
Evidence Hub reads this as a meta-analysis. Its evidence level is 1 of 5 (Highest · pooled evidence). Pooled evidence from several studies sits at the top of the evidence pyramid.
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