Using a Fuzzy Logic-Based Emotional Intelligence Framework for Testing Emotional Literacy of Students in an Outcomes-Based Educational System
Keywords:
outcomes-based education, emotional intelligence, E.I. skills, fuzzy logic, fuzzy based E.I. system, E.I. courseAbstract
Academic institutions which adopted the Outcomes Based Education (OBE) model have a primary goal to facilitate desired changes within learners rather than solely focusing on standardized testing and course grades. They have been restructuring their curricula, course content and delivery, and assessment strategies to increase knowledge, develop skills and positively influence attitudes, values and judgment in the learners. At the Higher Colleges of Technology (HCT) in the UAE, the OBE model is built around eight graduate outcomes that all programs aim to achieve when students graduate. These graduate outcomes form the set of higher-level outcomes that drives the major specific learning outcomes and the general education specific learning outcomes. It is known that emotional literacy plays an important role in thinking and learning in an OBE model. The HCT colleges are keen to appropriately plan for the changes in learners by initially testing their Emotional Intelligence (E.I.) skills and checking emotional literacy levels and therefore their preparedness to cope with life at university. In fact, running such tests have become an essential tool and an integral part of the recruiting, orientation, and counseling strategies of many individuals and organizations. In this paper, a set of E.I. tests covering four general areas of E.I. is proposed to evaluate the emotional literacy of the new intakes at the HCT colleges. These tests will help identify students who lack experience with non-cognitive capabilities including competencies and skills that may influence their abilities to succeed in coping with educational environmental demands and pressures which are related to the graduate outcomes. Also, these E.I. skills will often be used as parts of rubrics for assessing students’ learning and achievements of the learning outcomes. A fuzzy-based emotional intelligence modeling and processing framework is proposed to better model and capture uncertainties in surveys of new intakes, and which will deal well with the complexities of the classification system. This new system is implemented in the orientation of new students at the HCT Dubai Men’s College (DMC). The results of the implementation are expected to shed light on the emotional literacy of students and therefore allow DMC to better design and prepare orientation and counseling interventions
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