## 4 Discussion
It also bears a high-stakes nature that can induce stress and not truly reflect a student's abilities [50]; and, even though in the present evaluation, along with the ST scheme, the Summative method yielded the smallest value for the complexity pointer \(CP_{M}\), its reported value for the \(MAD_{M}\) was the largest among the addressed methods. Moreover, according to the reported values forthe \(CI_{M}\) and \(\beta_{M}\) rankings (Table 5), the suitability of this method generally leaves room for improvement. Rubrics are often praised for providing clear, consistent, and structured feedback that supports effective learning [51]. As we described in Section 2, a Rubric is a scoring tool that outlines specific criteria for evaluating performance on an assignment or task, defining various levels of achievement across these criteria. Each contemplated criterion is associated with a weight that sets its influence on the overall grade. However, the particular weights and performance levels are assigned by each teacher, which borders on the individual [52; 53]. Furthermore, it is argued that the Rubric appears to adhere to predefined categories or judgments, thereby limiting its effectiveness [54; 55]. Therefore, the Rubric method can lead to biased, imprecise, or subjective evaluations [56]. Moreover, although in the present evaluation the \(MAD_{M}\) indicator for the Rubric (\(MAD_{R}=0.13\)) was found to be larger than that corresponding to the Summative method (\(MAD_{S}=0.11\)), its Complexity value (\(CP_{R}=0.61\)) was found to be considerably larger than that obtained for the former (\(CP_{S}=0.23\)). Moreover, the Rubric's consistency indicator (\(CI_{R}=1.54\)) was greater than the matching value for the Summative (\(CI_{S}=1.20\)) protocol; still, it was found to be smaller than the ones corresponding to the ST (\(CI_{ST}=1.73\)) and ST-FIS (\(CI_{ST-FIS}=1.91\)) arrangements. Moreover, the Rubric's \(\beta_{M}\) efficiency ranking (\(\beta_{R}=0.52\)) placed well behind those corresponding to ST (\(\beta_{ST}=0.71\)) and ST-FIS (\(\beta_{ST-FIS}=0.88\)). Therefore, comparing the relationship \(CP_{R}=0.63 CP_{ST-FIS}\) to the circumscribing one \(\beta_{R}=0.59\beta_{ST-FIS}\), we can assert that despite having reasonably close complexity in comparison to the ST-FIS scheme, the Rubric's efficiency placed well behind that of the ST-FIS counterpart. This suggests that compared to this last scheme, Rubric's performance also has room for improvement. Additionally, overall, conventional assessment approaches in education, such as Summative evaluation and Rubric, are not ideally suited for assessing the development of competencies in students [24]. To address this, conventional assessment methods could be adapted to operate on an ordinal scale. This category includes protocols that attempt to evaluate attributes not suited to be represented numerically. These extensions rely on linguistic categories that could produce qualitative response levels. Nevertheless, this approach to assessment does not allow for measuring skills in precise mathematical operations, nor does it quantify the exact difference between each level. An alternative to conducting a practical assessment on an ordinal scale may be to address a fuzzy logic setup. Fuzzy sets provide a basis for generalizing classical set theory. Given a fuzzy set, there comes the notion of a membership function taking values within the interval [0, 1]. Namely, a membership function determines the degree of belonging of an element to a fuzzy set [57]. Fuzzy logic models knowledge through IF-THEN prepositions, where one or more fuzzy sets constitute the condition and the implication. Both establish a relationship through associated mathematical rules. Fuzzy logic enables the incorporation of qualitative criteria, such as creativity, critical thinking, or collaboration, thereby quantifying subjective judgments more realistically [58]. In educational environments, fuzzy logic allows us to capture nuances in student learning with greater flexibility and precision [59].