Formal Concept Analysis

DOI10.1007/11671404zbMATH Open1177.68206OpenAlexW383789997MaRDI QIDQ5898488FDOQ5898488

Authors: Jean-Claude Falmagne, Eric Cosyn, Jean-Paul Doignon, Nicolas Thiéry 

Publication date: 12 February 2007

Published in: Lecture Notes in Computer Science (Search for Journal in Brave)

Full work available at URL: https://doi.org/10.1007/11671404

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Mathematics Subject Classification ID

Knowledge representation (68T30) Student assessment, achievement control, and rating (aspects of mathematics education) (97D60)

Cited In (16)

• Exploring well-gradedness in polytomous knowledge structures
• COMPUTERIZED METHODOLOGY FOR THE EVALUATION OF LEVEL OF KNOWLEDGE
• A practical perspective on knowledge space theory: ALEKS and its data
• Assessment structures in psychological testing
• The logic of theory assessment
• An upgrading procedure for adaptive assessment of knowledge
• Setting the scope of concept inventories for introductory computing subjects
• Individualized skill assessment in educational games: the mathematical foundations of partitioning
• On delineating forward- and backward-graded knowledge structures from fuzzy skill maps
• Languages for the assessment of knowledge
• On verifying and engineering the wellgradedness of a union-closed family
• Assessment-based correct rates in learning spaces
• Docimological perspectives on the computer assessment method
• Title not available (Why is that?)
• Well-graded families and the union-closed sets conjecture
• Adapting assessment goals to the student's profile

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