A Study of Constructing Military Command & Staff Education Learning Assessment model Based on Fuzzy Theory

• Main Authors: Hai-Chang Tsai, 蔡海璋
• Other Authors: Chuen-Sheng Cheng
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/83631393631237931415

碩士 === 元智大學 === 工業工程與管理學系 === 92 === Military command and staff advanced education of ROC are the cradles for nurturing the future colonel and general officers; therefore, the effectiveness and efficiency of the command and staff advanced education (CSAE) is closely related to ROC military power as well as the national security. Since learning assessment is the means to examine whether the planned learning effects and instruction goals have been achieved; thus, to suffice the requirement of ROC military establishment and preparedness, it is a must to establish a reasonable, objective, and fair learning assessment model for the CSAE. However, the traditional CSAE learning assessment emphasizes the quantifiable indexes, and ignores the non-quantifiable indexes, thus affecting the objectivism and fairness of the overall learning assessment. Therefore, this research is based on the method of Fuzzy Multiple Criteria, referring to the current learning assessment model of ROC CSAE, probing into the related documents and records, and using the tool of questionnaire, trying to propose five (5) assessment indexes, fourteen (14) assessment standards, and sixty (60) assessment tables and weighted systems of the assessment sub-items. In addition, we would allow the assementers to choose the suitable assement model, then apply the fuzzy numbers that sets the meaning transformation to process the fuzzy property existing in the assessment procedure, to facilitate the assessmenters to observe and grade. Then through discussing some instances, to establish a multiple approaches assessment model which has integrated many different kinds of grading models. Doing this could equip the learning assessment model with objective assessment indexes and concrete weighted values for its reference, thus fully embodying the ideal that learning assessment is the reflection of the overall performance during the whole learning process.