This paper highlights the relevance of a relatively new quantitative methodology known as fuzzy logic to the task of measuring educational achievement. It introduces the principles behind fuzzy logic and illustrates how these principles could be applied by educators in the area of assessment using portfolio evidence. Presently, and particularly in the UK, the assessment of portfolios is very much perceived as the way forward in measuring achievement. The paper argues that fuzzy logic could offer some useful insight when trying to rationalise assessors ’ deliberations with respect to complex portfolio types of evidence. Illustrations are drawn from issues being tackled by the UK’s National Council for Vocational Qualifications (NCVQs) to support the argument. The need expressed in this paper for an improvement in current educational measurement is supported by developments in other fields of enquiry, where new perspectives were adopted to warrant advances in these areas of study. Finally the paper argues that although fuzzy logic has had many successes in industry its contribution should be very significant in the social sciences. At least it should provide the social scientist with an added tool which s/he may find more relevant to his/her area of enquiry. one peddles bogus objectivity such as statistics peddles no less bogus models of money supply, unemployment and inflation (Paul Ormerod
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