Performance assessment of college students higher vocational mathematics education using fuzzy evaluation model

Abstract

Higher vocational mathematics education is advanced and related to real-time applications providing vast knowledge. Teaching and training peculiar mathematical problems improve their educational and career-focused performance. Therefore optimal performance assessment methods are required for reducing the lack of knowledge in mathematics learning. This article hence introduces an Articulated Performance Assessment Model (APAM) for consenting mathematics assessment. In this model, fuzzy optimization is used for consenting different factors such as understandability, problem-solving, and replication. The understandability is identified using similar problem progression by the students, whereas replication is the application of problem-solving skills for articulated mathematical models. From perspectives, problem-solving and solution extraction is the theme that has to be met by the student. The assessments hence generate a perplexed outcome due to which the fuzzy optimization for high and low-level understandability is evaluated. The optimization recommends the change in varying steps in problem explanation and iterated replication for leveraging the students’ performance. This process swings between irrelevant and crisp inputs during fuzzification. In this process, the crisp inputs are the maximum replications produced by the students for better understanding. Therefore, the proposed model is evaluated using efficiency, maximum replication, fuzzification rate, and analytical time.