A Research on Applying Fuzzy Set Theory and Item Response Theory to Evaluate Learning Performance

• Main Authors: Meng-Hsun Wu, 吳孟勳
• Other Authors: Fu-Ming Lee
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/35293775179399733021

碩士 === 朝陽科技大學 === 資訊管理系碩士班 === 91 === Students are the center of teaching. The key to evaluate the achievement of education is the student's abilities. Therefore, how to assess the learning outcomes of the student has become a teacher's most important task. Owing to the currently rising information technology and the Internet, various high-level computerized adaptive testing systems have been emerging, and being developed and applied to evaluate all sorts of learning outcomes. Nonetheless, the above-mentioned systems adopting the item response theory generally rely too much on the abilities obtained from the evaluation they produce, and therefore most likely overlook, during the assessing process, the knowledge a student possesses, which very often is the significant factor affecting the student's learning outcomes. Certain degree of fuzziness is created during the assessing process due to the subjective judgments involved. As the "Fuzzy Set Theory" has received certain approvals in the fields of education researches, this paper proposes a learning outcome-assessing model applying the fuzzy set theory and the item response theory to integrate the objective and the subjective information obtained from examinees. Through improving the drawback of inaccurate outcome-assessing results produced by the above-mentioned systems, it is expected that this model can be a more effective instrument in learning performance by providing teachers with a more accurate method to evaluate student's genuine learning abilities.