Development of an Intellectual Model for Assessing the Level of Competence Formation of Students

This article is devoted to creating an intellectual model for assessing the level of formation of students’ competencies based on learning outcomes, taking into account the requirements of the professional environment. The authors of the article proposed a method for constructing a fuzzy cognitive map and a model for assessing the level of competence formation based on a fuzzy approach. The main concepts of the cognitive map are defined as disciplines, learning outcomes, and competencies. The article provides an example of a cognitive map for the educational program in the Information Technology direction. The determination of the link weights between the concepts of the map was implemented in an expert way. The model for assessing the level of competence formation is based on the fuzzy set theory. The article defines the following parameters of the model: linguistic variables, membership functions and similarity measures. A universal five-level Dreyfus model was used to describe the level of competence formation. Based on the proposed model, the “Digital Profile” information system was developed and implemented as a web application. The article presents the main mechanisms of information system design: information objects are defined, the logical scheme of the database is described, the scheme of the algorithm for creating a digital profile is described and the functional windows of the web application are described. The developed “Digital Profile” information system makes it possible to assess the achievements of mastering the competencies of educational programs, as well as to assess the quality of student training.

• Publication year

  2025

• Venue

  International Journal of Information and Education Technology

• Publication date

  Unknown publication date

• Fields of study

  Not labeled

• Identifiers
  DOI 10.18178/ijiet.2025.15.12.2457
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar

• No claims are published for this paper.

• No concepts are published for this paper.

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