Fuzzy signature approach to clarification of subjectivity in assessment of metacognitive skills transfer
Fuzzy signature approach to clarification of subjectivity in assessment of metacognitive skills transfer
复制标题
模糊签名方法澄清元认知技能转移评估中的主观性
DOI：
10.1109/tale.2017.8252367
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发表时间：
2017
期刊：
影响因子：
--
通讯作者：
Y. Tsujimura
中科院分区：
文献类型：
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作者：
Issarapong Khuankrue;Chanen Mankong;Y. Tsujimura
元认知技能的迁移可由具有高度主观性的专家进行评估。必须确定教师的“过程”与学习者的“反过程”之间的差距，以便纠正和改进误解以及无效的迁移。模糊特征法有助于阐明评估有两个阶段：数值表示和价值表示。在数值表示方面，我们提出一种方法来解决实际评估问题，特别是主观性、多维标准和不完整数据的问题，这取决于每个学生的不同情况。本文还试图定义适用于元认知迁移理论框架的语言标准。由于主观性，输入变量将由人的意见进行评分。在模糊推理方面，采用加权广义平均来操作聚合函数。在该模型中，当课堂评估行为将某些理论标准视为因素时，这些标准就成为加权因子。人的差异调整可能是正常的，但必须被认识到。学习模式可能不是从能力的顺序中产生，而是由驱动因素的比例权重决定。
Transfer of metacognitive skill can be assessed by experts with the high degree of subjectivity. The gap between the instructor's “process” and the learners' “counter-process” must be identified in order to correct and improve misconception and ineffectual transfer. Fuzzy Signature Approach help to clarify that there are two stages of assessments: value representation and numerical representation. In terms of numerical representation, we propose a method to solve the problem the practical assessment problems, especially the subjectivity, multi-dimensional criteria, and incomplete data, depending on the different context in each student. This paper also attempts to define the linguistic criteria, which suitable for theoretical framework of metacognitive transfer. The input variables will be scored by human opinion, as the subjectivity. In terms of fuzzy inference, the weighted generalized mean is employed to operate the aggregation functions. In this model, certain theoretical criteria become weighting factors when the act of assessment in classroom regard the criteria as the factor. Adjustment of the human discrepancy is probably normal but must be realized. The pattern of learning may not emerge from the order of the competences but a proportional weight of the driving factors.