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Digital Object Identifier (DOI) : 10.14569/IJACSA.2018.090102
Article Published in International Journal of Advanced Computer Science and Applications(IJACSA), Volume 9 Issue 1, 2018.
Abstract: In these research zones of the knowledge, the assessed domain is identified. Explicitly, these zones are known as Verified Skills, Derived Skills and Potential Skills. In detail, the Verified Skills Zone is the set of tested concepts in the knowledge domain, while Derived Skills Zone is the set of the prerequisite concepts to the tested concepts based on the cognitive skills relation, whereas Potential Skills Zone is the set in the domain that have never been tested or prerequisite to the tested concepts but they are related to the tested concept based on the cognitive relation skills. Identifying cognitive relations between the concepts in one domain simplifies the structure of the assessment, which helps to find the knowledge state of the assessed individual in a short time and minimum number of questions. The existence of the concepts in the assessment domain helps us to estimate the set of the concepts that are known or not known or ready to be known or not ready to be known. In addition, it provides the output of the assessment in concept centric values in addition to the quantity values. The assessment result gives binary values of the assessed domain. “1” implies knowing the concept, whereas “0” implies not knowing the concept. The output is six sets of concepts: 1) Verified Known Skills; 2) Verified Not Known Skills; 3) Derived Known Skills; 4) Derived Not Known Skills; 5) Potential Known Skills; and 6) Potential Not Known Skills. The experiment is conducted to show the binary output of the assessed domain based on the participants’ answers to the asked questions. The results also highlight the efficiency of the assessment.
Rania Aboalela and Javed Khan, “Inferring of Cognitive Skill Zones in Concept Space of Knowledge Assessment” International Journal of Advanced Computer Science and Applications(IJACSA), 9(1), 2018. http://dx.doi.org/10.14569/IJACSA.2018.090102