| Summary: | 碩士 === 國立臺中教育大學 === 教育資訊與測驗統計研究所碩士在職專班 === 103 === This study aimed to explore how to apply the AHP (Analytic Hierarchy Process) based on Interpretive Structural Modeling to assess students’ hard-tipped calligraphy works. Even if handwriting assessment has gradually caught the publics’ attention, it is still difficult to be evaluated objectively. The merit of different works can be evaluated by an objective view through comparison by experts. AHP is formed by pairwise comparison using the dipstick method for assessing hard-tipped calligraphy works and it is a viable alternative. However, it is hard to set pairwise comparison weights of AHP. This study in particular introduces Interpretive Structural Modeling into the assessment and hopes to see the analysis through its associated chart and pairwise comparison of weight value to be more clear and reasonable.
In this study, the collected data were hard-tipped calligraphy works of twelve grade four students from an elementary school in Taichung City. First, the researcher established seven sub-headings of Pen Calligraphy as well as three scoring criteria used to determine the relative weight through Interpretive Structural Modeling and AHP. Next, the aforementioned twelve students’ hard-tipped calligraphy works were assessed by three different experts and of whom each was responsible for a score. They needed to compare the students’ works in order to achieve the consistency from their previous subjective appraisals. The researcher then built up an associated chart of the students’ handwriting capacity performances, determined their relative weight by AHP and finally ranked weighted normalized scores.
According to the study, we found that AHP by adopting Interpretive Structural Modeling helps with the rationality of evaluating hard-tipped calligraphy works and facilitates teachers to avoid unfair assessment. Based on the results, several recommendations are offered for researchers’ and teachers’ reference.
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