Using Formal Concept Analysis in the Evaluation Process

Formal Concept Analysis (FCA) is a framework of knowledge processing and knowledge representation based on order and lattice theory. FCA methods can be adopted successfully in numerous areas of pedagogical work. This paper focuses on methods that can help teachers in the evaluation process. When a teacher evaluates a test, the results of the students are presented in a student assessment table. We create a question skill table as well, which shows the learning skills needed to answer the questions of the test. Combining these matrices, we construct a formal context and using its concept lattice we can make a deeper analysis of the test results. The obtained concept lattice visualizes the knowledge hierarchy of the class and the teacher can immediately determine the knowledge level of the class and its members individually.

Authors and Affiliations

1. Institute of Mathematics, University of Miskolc, Miskolc, Hungary

   Attila Körei

Corresponding author

Correspondence to Attila Körei .

Editors and Affiliations

1. Carinthia University of Applied Sciences , St. Magdalen, Kärnten, Austria

   Michael E. Auer

2. International E-Learning Association Kaleidoscope Learning, New York, New York, USA

   David Guralnick

3. Obuda University , Budapest, Hungary

   Istvan Simonics

Reprints and permissions

© 2018 Springer International Publishing AG

Policies and ethics