scholarly journals A University Teachers’ Teaching Performance Evaluation Method Based on Type-II Fuzzy Sets

Mathematics ◽  
2021 ◽  
Vol 9 (17) ◽  
pp. 2126
Author(s):  
Xixia Sun ◽  
Chao Cai ◽  
Su Pan ◽  
Nan Bao ◽  
Ning Liu

This paper proposes a university teachers’ teaching performance evaluation method based on type-II fuzzy sets (T2 FSs), which solves the problems of fuzziness, complexity and uncertainty in teaching performance evaluation. Firstly, the evaluation indicator system is constructed from the aspects of teaching attitude, teaching contents, teaching professionalism, teaching methods and teaching effects. Then, T2 FSs theory and the perceptual computing method are introduced to model subjective judgments and capture uncertainties, effectively handling higher levels of uncertainty in the evaluation process. Furthermore, the linguistic weighted average operator is applied as the computing with words engine to aggregate scores and weights of indicators, which effectively integrates the uncertain information in the input data into the final evaluation conclusion and guarantees the accuracy of the evaluation results. Finally, the effectiveness of the method of this study is evaluated by simulation experiments. The computational results demonstrate that it can capture more uncertain and complex information, and is more accurate and reliable than the type-I fuzzy sets method.

2011 ◽  
Vol 54 (6) ◽  
pp. 1046-1050 ◽  
Author(s):  
Yang Yang ◽  
Bo Peng ◽  
XuRong Dong ◽  
Li Fan ◽  
Li Liu ◽  
...  

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Desalegn Alemu ◽  
M.V.R. Raju

The purpose of the present study was to survey teachers views on the performance evaluation methods employed in the wolkite, Wachemo and Welaita sodo University. 280 randomly selected participants from the three universities were involved in the survey. Data gathered through questionnaire survey were analyzed using descriptive analysis method. The questionnaire surveys were used to examine the teachers views on the existing evaluation method. The present finding revealed that the performance evaluation method lacks objectivity, do not support teacher’s professional development and the evaluation procedures are in accordance with the purpose of evaluation. Based on the findings and discussions of study, conclusion and recommendations were forwarded.


Author(s):  
Naoto Sogihara ◽  
Michio Ueno ◽  
Kunihiro Hoshino ◽  
Masaru Tsujimoto ◽  
Noriyuki Sasaki

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