Assessment of learning can be viewed as a decision-making model, because it deals with the process of giving
a decision on the quality or performance of student achievement in a number of competency standards. Final
result of the decision is usually presented in a figure, and is not accompanied by a description of the
achievement of each competency. In the assessment process, teacher’s preferences to students’ performance
of the competencies are provided through various techniques, both test and non test, generally in a numeric
value, and then in the final results are interpreted into letters or linguistic value. In the proposed model,
linguistic variables are exploited as a form of teacher’s preferences in non-test techniques. Consequently, the
assessment data set will consist of numerical and linguistic information, so it requires a method to unify them
to obtain the final value. The 2-tuple linguistic approach is used in this model since it is better than other
linguistic approach in solving the problem of unification linguistic and numerical information. In addition, the
2-tuple linguistic representation are appropriate for this model in order to provide the final results that
equipped with the description of achievements of each competency, in order to produce a valid, fair and
reliable assessment
