在多元評量下以模糊理論建構綜合數學學習成就的模式

• Main Author: 彭東烈
• Other Authors: 洪文良
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/21765280640886972080

碩士 === 國立新竹教育大學 === 進修部數理教育碩士班(數學組) === 92 === In the ability index published by the Department of Education, the written test itself cannot completely reflect achievement in learning.　Multiple evaluation methods must be applied in evaluating students’achievement in mathematics.　During the process where teachers evaluate students’ ability, some ability indices focus on quality.　Therefore, it is inappropriate to represent the ability achievement by traditional grading and calculation methods.　This article employs Fuzzy Theory as the basis, under multiple test conditions, for the calculation of a collective grade that combines all the students’achievement in mathematics.　First, all ability indices are arranged in hierarchical relationship.　Where it is possible to obtain accurate grades for some of the abilities from a written test, the focus will remain on the written test.　Some abilities are given grades within a possible range by factoring in teachers’ observations and the students’ performance in the class.　The membership degree or similarity measure under the fuzzy grade is calculated for these grades and is called the objective evidence h value.　On the other hand, the student’s teacher evaluates the importance of each sub-ability under the same major ability and calculates its relative weight g value.　The Fuzzy interval is then applied by combining the h value, that reflects the grade, and the g value, that reflects the weight, and presents them in the h value, an upper level of grade performance.　By doing this, level-by-level, combining is done from the bottom level until the total grade appears. The model of combined achievement constructed with this method reveals more information than the traditional method.　The performance of individual ability provides teachers with references in teaching individual students.　Students’ performance, regardless of whether it is excellent or to needs to be reinforced, will be preserved and will not be diluted by other grades.　On the other hand, individual performance in the group will be differentiated clearly with ability ranking.　The standing, or even ranking, will not be differentiated because of a minor difference of 0.1.　As a result, this is a more reasonable method than the traditional method and conforms more to education theories and concepts from the perspective of education.