Unsupervised Optimal Fuzzy Clustering
IEEE Transactions on Pattern Analysis and Machine Intelligence
Introduction to Grey system theory
The Journal of Grey System
A clustering algorithm using an evolutionary programming-based approach
Pattern Recognition Letters
Data Mining: Introductory and Advanced Topics
Data Mining: Introductory and Advanced Topics
Feature Relevance Learning in Content-Based Image Retrieval Using GRA
MMM '05 Proceedings of the 11th International Multimedia Modelling Conference
Personalized e-learning system using Item Response Theory
Computers & Education
Using Grey Relational Analysis to Predict Software Effort with Small Data Sets
METRICS '05 Proceedings of the 11th IEEE International Software Metrics Symposium
Educational data mining: A survey from 1995 to 2005
Expert Systems with Applications: An International Journal
Data mining in course management systems: Moodle case study and tutorial
Computers & Education
Computers & Mathematics with Applications
Fuzzy Sets and Systems
Learning Performance Assessment Approach Using Web-Based Learning Portfolios for E-learning Systems
IEEE Transactions on Systems, Man, and Cybernetics, Part C: Applications and Reviews
IEEE Transactions on Systems, Man, and Cybernetics, Part B: Cybernetics
Fuzzy association rules: general model and applications
IEEE Transactions on Fuzzy Systems
Mathematical and Computer Modelling: An International Journal
Grammar guided genetic programming for multiple instance learning: an experimental study
Proceedings of the 12th annual conference on Genetic and evolutionary computation
Educational data mining: a review of the state of the art
IEEE Transactions on Systems, Man, and Cybernetics, Part C: Applications and Reviews
Review: Data mining techniques and applications - A decade review from 2000 to 2011
Expert Systems with Applications: An International Journal
Multiple instance learning for classifying students in learning management systems
Expert Systems with Applications: An International Journal
Using Signals for appropriate feedback: Perceptions and practices
Computers & Education
A practical use of learning system using user preference in ubiquitous computing environment
Multimedia Tools and Applications
International Journal of Enterprise Information Systems
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Current trends clearly indicate that online learning has become an important learning mode. However, no effective assessment mechanism for learning performance yet exists for e-learning systems. Learning performance assessment aims to evaluate what learners learned during the learning process. Traditional summative evaluation only considers final learning outcomes, without concerning the learning processes of learners. With the evolution of learning technology, the use of learning portfolios in a web-based learning environment can be beneficially adopted to record the procedure of the learning, which evaluates the learning performances of learners and produces feedback information to learners in ways that enhance their learning. Accordingly, this study presents a mobile formative assessment tool using data mining, which involves six computational intelligence theories, i.e. statistic correlation analysis, fuzzy clustering analysis, grey relational analysis, K-means clustering, fuzzy association rule mining and fuzzy inference, in order to identify the key formative assessment rules according to the web-based learning portfolios of an individual learner for the performance promotion of web-based learning. Restated, the proposed method can help teachers to precisely assess the learning performance of individual learner utilizing only the learning portfolios in a web-based learning environment. Hence, teachers can devote themselves to teaching and designing courseware, since they save a lot of time in measuring learning performance. More importantly, teachers can understand the main factors influencing learning performance in a web-based learning environment based on the interpretable learning performance assessment rules obtained. Experimental results indicate that the evaluation results of the proposed scheme are very close to those of summative assessment results and the factor analysis provides simple and clear learning performance assessment rules. Furthermore, the proposed learning feedback with formative assessment can clearly promote the learning performances and interests of learners.