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A Study of Indicators Construction of Learning Outcomes
Assessment for University Students in Taiwan.
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: ! 2013.03.23•‧
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60 28 21.54% 17.97% 17.87% 17.09% 14.45% 11.08% 1-1 4.01% 1-2 3.68% 2-4•‧
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3.86% 3-4 3.64% 4-3 3.86% 4-2 3.58% 5-2 3.81% 5-4 3.70% 6-1 3.60% 6-2 3.52%•‧
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A Study of Indicators Construction of Learning
Outcomes Assessment for University Students in
Taiwan.
Abstract
The purpose of this study is to construct the indicators of learning outcomes assessment for university students in Taiwan. As for research
methods, through literature review, 60 indicators within 3 main dimensions had been organized as a raw model of student learning outcomes indicators for university students based on which the Fuzzy Delphi questionnaire was developed and the survey was conducted with the sample of higher education experts. Symmetric triangular fuzzy number then was used to analyze experts’ opinions on the importance of each indicator and to help indicator selection.
At the next stage, we conduct a concept mapping questionnaire to collect experts and university administrative directors’ opinions about how many dimensions those indicators belong, and use cluster analysis to construct the dimensions of student learning outcomes indicators. Then, we normalize symmetric triangular fuzzy number’s total score to determine the weight of each dimensions and indicators; accordingly, indicators system of learning
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1. Indicators system of learning outcomes assessment for university students consists of 6 dimensions and 28 indicators in total. The 6 dimensions are: knowledge and skills (accounts for 11.08%), critical thinking and creative thinking (accounts for 17.97%), application and implementation (accounts for 17.87%), communication (accounts for 14.45%), interpersonal
interaction and social adaptation (accounts for 21.54%), and humanistic care (accounts for 17.09%).
2. In the dimension of knowledge and skills, the indicator of disciplinary expertise accounts for the most part (4.01%), and then the indicator of disciplinary skills accounts for 3.68%.
3. In the dimension of critical thinking and creative thinking, the indicator of problem-solving accounts the most (4.06%), and the indicator of logical analysis accounts for 3.54%.
4. In the dimension of application and implementation, the indicator of planning and organization accounts the most (3.86%), and the indicator of integrated application accounts for 3.64%.
5. In the dimension of communication, the indicator of native language accounts the most (3.86%), and the indicator of written communication accounts for 3.58%.
6. In the dimension of interpersonal interaction and social adaptation, the indicator of team work accounts the most (3.81%), and the indicator of self-management accounts for 3.70%.
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7. In the dimension of humanistic care, the indicator of social care accounts the most (3.60%), and the indicator of humanistic literacy accounts for 3.52%.
According to the conclusions, some suggestions had been proposed: 1. Suggestions for higher education administrators: construct national
qualification framework and develop learning outcomes assessment for university students.
2. Suggestions for administrative directors of university: connect curriculum mapping with career development; construct evidence-gathering system. 3. Suggestions for students of university: develop personal learning and
development plans; make full use of personal learning portfolios.
4. Suggestions for further study: develop indicators which have higher total utility; construct indicators of learning outcomes for individual academy, and continuously update the indicators of learning outcomes assessment for university students.
Key words: higher education evaluation, student learning outcomes assessment, student learning outcomes indicators
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! !...!1! ! !...!1! !...!6! !...!7! !...!8! ! !...!9! ! !...!9! !...!27! !...!46! ! !...!67! ! ! !...!67! !...!69! !...!73! !...!80! ! !...!81! ! !...!81! ! !...!85! ! !...!90! !...!99! ! !...!99! !...!102! !...!105!•‧
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1-2 ………..…..3 2-1 ……….………..30 3-1 ……….……….68 3-2 ………..75 4-1 28 ……….93 4-2 28 ……….94•‧
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91 154 100 163 1-1 91 1,240,292 100 1,352,084 111,792 1-2 2012a 2012b 9 61 116 55 19 36•‧
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100 77.37% 90.44% 2012c Martin Trow 1973elite mass universal
15% 15% 50% 50% 2012d 100 67.27% 83.37% 2005 2007 2011 2008
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1-1 91 154 61 27 - 34 78 21 2 55 15 3 - - 12 92 158 67 30 - 37 75 19 2 54 16 3 - - 13 93 159 75 34 - 41 70 15 2 53 14 3 - - 11 94 162 89 40 1 48 56 9 1 46 17 3 - - 14 95 163 94 40 1 53 53 10 1 42 16 3 - - 13 96 164 100 41 1 58 49 9 1 39 15 3 - - 12 97 162 102 41 1 60 45 7 1 37 15 3 - - 12 98 164 105 41 1 63 44 8 1 35 15 3 - - 12 99 163 112 44 1 67 36 5 1 30 15 3 - - 12 100 163 116 45 1 70 32 4 1 27 15 3 - - 12 2012a 18705! 103425! 770915! 347247! 2133337! 33686! 184113! 1032985! 101300! 2602868! 91 100•‧
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United Nations Educational Scientific and Cultural Organization UNESCOWorld Bank WB Organization for Economic Cooperation and Development OECD
2011 80
CHEA 2012 Hou 2011
1999
Bologna Declaration 2010 European Higher Education Area EHEA
European Qualifications Framework EQF European Credit Transfer and Accumulation System ETCS
European Commission 2010
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2005 2006 2010 79 1908 2012a 2011 2010 2011 2011 2012 3 2011•‧
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higher education evaluation
higher education
student learning outcomes assessment
student learning outcomes assessment indicators
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1970 2010 1996 1996 1999 6 13 2011 2001 2005 12 26
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2005 12 28 5 1994 2007 1 9 2006 2011 1996 2003 2010 1975—1982 1983—1994 1983 1983 1984•‧
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1991 1994—2004 1994 1997 2001 2004 1994 2004 2004 2006 2010 70 2011 100 2011 81 2012 2016•‧
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1997 2008 30 1975 2010•‧
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1980 straight -forward 1980criterion of measuring student achievement
Wolff 2009 Ewell 2001 educated man inputs outcomes 2009 2008
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2010 2011 PDCA 2010a 2011•‧
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1956 Bloom A taxonomy for education objectivescognitive domain
psychomotor domain affective domain Bloom 1956 United Nations Educational, Scientific and Cultural Organization[UNESCO] 2007 2007
Quality assurance and accreditation: A glossary of basic terms and definitions
Council for Higher Education Accreditation[CHEA] 2006
Joint Committee on Standards for Educational Evaluation 2003
The Student Evaluation Standards: How to Improve Evaluations of Students
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2009 University of California Los Angeles[UCLA] 2009
European Centre for the Development of Vocational Training[CEDEFOP] 2008
The shift to learning outcomes: Conceptual, political and practical developments in Europe
European qualifications framework EQF
2011 Woodhouse 2010 2009 2010 2011 Angelo Cross 1993
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Hudspetch 1997 UNESCO 2007Quality assurance and accreditation: A glossary of basic terms and definitions Student Outcome Assessment 1992 1999 2001 2010 student outcome assessment
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Outcome Based Education OBE Spady 1981 outcome
OBE
exit outcome culminating demonstration of learning Spady 1988
King Evans 1991 OBE
Spady 1993 Harden Crosby Davis 1999 OBE
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Harden Crosby Davis OBE self-directed learning Brandt 1993 OBE culminating demonstration 2011 Smith Dollase 2005 OBE 90 Ko 2011 2011a
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literacy Oxford Dictionary the ability to read and writecompetency
competence the ability to do something well
core competencies
core skills core competency generic skills
key qualifications
Holmes, G & Hooper, N. 2000
United Nations Educational, Scientific and Cultural Organization[UNESCO] 2007
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Quality assurance and accreditation: A glossary of basic terms and definitions competence
Cognitive competencies Attitudinal competencies Professional competencies
2011 2011
2011
generatic compentencies special competenceis
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2011 2010 2010 basic literacy core competence competence•‧
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core competence American Association for Higher Education[AAHE] 1996 1996•‧
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2010 e-portfolio•‧
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!University of California, Los Angeles
UCLA Western Association of Schools and Colleges WASC UCLA
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80 Woodhouse 2010 2008 survey assessmentCollegiate Learning Assessment CLA National Survey of Student Engagement NSSE College Student Experiences Questionnaire CSEQ
2006 Council for Higher Education Accreditation CHEA
2010
2008 University of Illinois Indiana University NILOA 2011
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2010a American Association of Colleges and University[AAC&U] Liberal Education and America's Promise LEAP
Valid Assessment of Learning in Undergraduate Education VALUE
1999 6 19 Bologna Declaration 2010 European Higher Education Area EHEA
qualification framework Harries 2008 2009 4 46 Leuven/Louvain-la-Neuve Communiqué 2011 ENQA 2009a 2009b OECD 2007 UNESCO 2007
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European Association for Quality Assurance in Higher Education ENQA –
Learning outcomes: Common framework – different approaches to evaluation learning outcomes in the Nordic countries.
learning outcomes competences ENQA 2008
South African Qualifications Authority
SAQA Developing Learning Programmes for NQF-registered Qualifications and Unit Standards
Qualification
2-1
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2-1South African Qualifications Authority[SAQA](2005). Developing
Learning Programmes for NQF-registered Qualifications and Unit Standards.
Retrieved from http://www.saqa.org.za/docs/critguide/dlp/part1.pdf
2009 90
framework for higher education qualifications FHEQ 2011 The UK Quality Code for Higher Education
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The New Zealand Qualifications Framework NZQF Hong Kong Qualifications Framework HKQF
2011
qualification frameworks
learning outcomes competences
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Organization for Economic Cooperation and
Development OECD
Assessment of Higher Education Learning Outcomes AHELO OECD
2011 3 2012 12
generic skills discipline specific skills- economics
civil engineering contextual information
Council for Aid to Education CAE Collegiate Learning Assessment CLA
OECD 2011 5 AHELO 6
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European Union EU European
Qualifications Framework EQF
2008 European Qualifications Framework EQF knowledge skills
competence EQF
7 European Centre for the Development of Vocational Training 2008 European Commission 2010
1. knowledge
2. Skills
3. Competence
American Association of Colleges and University AAC&U Valid Assessment of Learning in Undergraduate Education VALUE
AAC&U 2007 VALUE
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rubrics 14 2011 AAC&U 2009 AAC&U 20111. Intellectual and Practical Skills Inquiry and analysis Critical thinking Creative thinking Written communication Oral communication Quantitative literacy
Information literacy Teamwork Problem solving
2. Personal and Social Responsibility
Civic knowledge and engagement-local and global Intercultural knowledge and competence
Ethical reasoning Foundations and skills for lifelong learning
3. Integrative Learning Integrative learning
Council for Higher Education Accreditation, CHEA CHEA Award for Institutional Progress in Student Learning Outcomes
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2012 University of California, Merced 2010 Portland State University2012 2010 CHEA 2012
University of California Merced 14
1. Analysis & Critical Thinking Problem Solving Quantitative Analysis
Decision Making Planning and Organizing 2. Communication Oral Communication
Written Communication Active Listening Giving Feedback
3. Interpersonal Effectiveness Conflict Management Delegation Diversity Awareness
4. Organizational Awareness Political Acumen Customer Service
5. Group Leadership Group Facilitation
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2. creative & critical thinking 3. communication
4. diversity
5. ethics and social responsibility 6. internationalization
7. engagement 8. sustainability
The New Zealand Qualifications Framework NZQF
The New Zealand Qualifications Framework NZQF 2010 7 New Zealand Qualifications Authority NZQA NZQA Bachelor Degree 4 NZQA 2011 1. Knowledge / 2. Skills 1 2
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The Australian Qualifications Framework AQF AQF 1995 Bachelor Degree 6 2008 AQF 2011 1. Knowledge 2. Skills 1 2 3
3. Application of knowledge and skills 1 self-directed 2
Central Council for Education CCE 2008 CCE Central Council for Education
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1. 1 2 2. 1 2 3 ICT 4 5 3. 1 2 3 4 5 4.•‧
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Hong Kong Qualifications Framework HKQF
Hong Kong Qualifications Framework HKQF 2008 5 5
Generic Level Descriptors GLD
13 2011b 2008 Woodhouse 2010 1. 1 2 / 3 4 5 / 6 2. 1
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2 / 3. 1 2 / 3 4 4. / Bloom 1956•‧
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2-1 2-1 / / / Bloom CHEA JCSEE VALUE EQF NZQF AQF CCE HKQF•‧
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2-2 2-2 / / / OECD AHELO 1. 2. 3. 4. EU EQF 1. 1. 2. 3. 1. 2. 3. AAC&U VALUE 1. 2. 3. 4. 5. 6. 7. 8. 9.•‧
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/ / / 1. 2. 3. 4. 1. CHEA University of California, Merced (CA) 1. 2. 3. 4. 1. 2. 3. 4. 1. 2. 3. 1. 2. 1. (Portland State University) 1. 2. 3. 4. 5. 6. 7.•‧
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/ / / 1. / 1. 2. 1. 1. 1. 2. 3. 1. 2. 1. 2. 1. 2. 3. 4. 5.•‧
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/ / / 1. 2. 3. 4. 5. 1. 2. 1. 2. / 3. 4. 5. / 6. 1. 2.•‧
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/ / / 1. 2. / 3. 4. ( ) 1. / 2004 12 24 2011•‧
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2011 2012 2004 12 24 2008 2010 2005 2012 180 2005 2006 2008 2009 2012 30% 40%•‧
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2008 2011 2007 2011 2012 6 2011•‧
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2012b PDCA 2010b 2011 2010 PDCA P Plan D Do C Check A Act 2010c 2010•‧
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2012 2011 37 5 37 22 5 59.5% 15 1 2011 2006 2010 2011 79 2012 2012 3•‧
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2011 criterion-referenced 2012 2011•‧
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政 治 大
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2011 2012 6 6 2007 2011 basic literacy core competence•‧
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政 治 大
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•‧
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8 2011•‧
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政 治 大
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10 2008 e-portfolio•‧
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政 治 大
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•‧
N
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tio
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23 Hard Skills Soft Skills / 11 2010•‧
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政 治 大
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•‧
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/ 8 2009 SELF 9•‧
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! 2-3 2-3 1. 2. 3. 4. 5. 6. 7. 8. 1. 2. 3. 4. 5. 6.•‧
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7. 8. 9. 10. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23.•‧
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4. 5. 6. 7. 8. 9. 10. 11. 1. 2. 3. 4. 1. 2. 3. 4. 5. 6. 7. 8. 9. 60 2-4•‧
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2-4 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. OECD 2011 V V EC 2010 V AAC&U 2011 V V V V CHEA 2012 V V CHEA 2012 V V V NZQA 2011 V V V V AQF 2011 V V V V 2009 V V V V V 2008 V V V V 2011 V V V V V V 2008 V V V V V V V V 2009 V V V V V•‧
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11. 12. 13. 14. 15. 16. 17. 18. 19. 20. OECD 2011 EC 2010 AAC&U 2011 V V V CHEA 2012 V V V V V V V CHEA 2012 V NZQA 2011 AQF 2011 2009 V V V V V 2008 V V 2011 V V 2008 V V V V V V V V 2009 V 2010 V V V V V 6 1 1 1 1 4 7 6 2 5•‧
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21. 22. 23. 24. 25. 26. 27. 28. 29. 30. OECD 2011 EC 2010 V AAC&U 2011 V CHEA 2012 V CHEA 2012 NZQA 2011 AQF 2011 V 2009 V V V V 2008 V 2011 V V V V 2008 V V V V V V V V V 2009 V V 2010 V V•‧
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31. 32. 33. 34. 35. 36. 37. 38. 39. 40. OECD 2011 V EC 2010 V AAC&U 2011 V V CHEA 2012 V CHEA 2012 V V V NZQA 2011 V AQF 2011 V V 2009 V V V V 2008 V V V V 2011 V V 2008 V V V V V V V V V V V V 2009 V V V 2010 V V V 5 2 2 2 5 6 9 1 2 5•‧
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41. 42. 43. 44. 45. 46. 47. 48. 49. 50. OECD 2011 V EC 2010 V V V AAC&U 2011 V V CHEA 2012 V V V CHEA 2012 V V NZQA 2011 V V AQF 2011 V 2009 V V V V V 2008 V V V 2011 V V 2008 V V V V V V V V V V V V 2009 V V V 2010•‧
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51. 52. 53. 54. 55. 56. 57. 58. 59. 60. OECD 2011 V V EC 2010 V AAC&U 2011 V V V CHEA 2012 V V V V CHEA 2012 V V NZQA 2011 AQF 2011 2009 V 2008 2011 V 2008 V V V V V V V V V V V V V V V V V 2009 V V V V V V V 2010 V V V 3 1 1 2 7 8 4 5 4 6•‧
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3-1 3-1•‧
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13 3-1 10 20 1997 Reza Vassilis 1988 10 15 11 3-2
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政 治 大
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1. 1. 2. 3. 4. 1. 2. 3. 4. 5. 6. 1. 2. 3. 4. 1. 2. 3. 1. 2. 3. 1.•‧
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政 治 大
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3-2 1. 1. 2. 1. 2. 3. 1. 2. 3. 1. 2. 3. 4. 5. 1.•‧
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1. 1. 1. 1. 2.Fuzzy Delphi Methods FDMs Concept Mapping
•‧
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preference judgment individual fuzzy preference relationclassical set a b χ 0 1 Membership function 1996 membership grade 0 1 1 0 2000 U U A
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Aµ
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3-2 L U 0 U L 2008 M 1total score Chen Hwang 1992 defuzzify γ
Chen-Hwang
Trochim concept mapping
1997 1997 Trochim & Linton 1986
1997 Trochim & Linton 1986
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•‧
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10 20 brainstorming 100•‧
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政 治 大
㈻㊫學
•‧
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binary symmetric similarity matrix 0 10 1 1
multidimensional scaling MDS Davison 1983
cluster analysis Anderberg 1973
Ward’s Method 3 20
1. 2. 3.
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政 治 大
㈻㊫學
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4. 5. 1. 2. 3. 4. 5.•‧
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VB Fuzzy Delphi 1.0 SPSS 20 for mac
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13 4-1 1. ※ 1. 2. ※ 2. 3. ※ 1. 2. …•‧
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16. ※ 16 17 16. 17. 23. ※ 22. 24 ※ 24. 25. ※ 37 38 26. ※ 26. 30. ※ 26 31. ※ 32. ※ 33. ※ 35. ※ 32•‧
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36. ※ 38. ※ 25 37 41 31 4-2 4-2 1. 2. 3. 4. 5. 6. 7. 8.•‧
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10. 11. CEF B1 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25.•‧
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26. 27. 28. 29. 30. 31. ! 13 Chen Hwang 1992•‧
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政 治 大
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•‧
N
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Chen Hwang 1992 0 1 4-3 1. 0.500 0.897 1.000 2. 0.300 0.843 1.000 3. 0.400 0.754 1.000 4. 0.400 0.768 1.000 5. 0.400 0.790 1.000 6. 0.300 0.742 1.000 7. 0.200 0.699 1.000 8. 0.400 0.768 1.000 9. 0.400 0.770 1.000 10. 0.500 0.785 1.000 11. 0.300 0.693 1.000•‧
國
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12. 0.400 0.748 1.000 13. 0.400 0.711 1.000 14. 0.300 0.603 0.900 15. 0.300 0.723 1.000 16. 0.500 0.765 1.000 17. 0.400 0.764 1.000 18. 0.400 0.783 1.000 19. 0.500 0.845 1.000 20. 0.300 0.698 1.000 21. 0.300 0.667 1.000 22. 0.350 0.635 1.000 23. 0.350 0.638 1.000 24. 0.400 0.685 0.900 25. 0.250 0.640 1.000 26. 0.500 0.762 1.000 27. 0.400 0.757 1.000 28. 0.300 0.716 1.000 29. 0.200 0.571 0.900 30. 0.250 0.661 1.000 31. 0.300 0.666 1.000•‧
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Chen Hwang 1992 4-4 1. 0.907 0.358 0.774 2. 0.864 0.454 0.705 3. 0.803 0.443 0.680 4. 0.812 0.439 0.687 5. 0.826 0.432 0.697 6. 0.796 0.485 0.655 7. 0.769 0.534 0.617 8. 0.812 0.439 0.687 9. 0.813 0.438 0.688 10. 0.823 0.389 0.717 11. 0.765 0.503 0.631 12. 0.799 0.445 0.677 13. 0.776 0.458 0.659 14. 0.694 0.537 0.578 15. 0.783 0.492 0.646•‧
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16. 0.810 0.395 0.707 17. 0.809 0.44 0.685 18. 0.822 0.434 0.694 19. 0.866 0.372 0.747 20. 0.768 0.501 0.634 21. 0.750 0.512 0.619 22. 0.733 0.506 0.613 23. 0.734 0.505 0.615 24. 0.741 0.467 0.637 25. 0.735 0.54 0.598 26. 0.808 0.396 0.706 27. 0.805 0.442 0.681 28. 0.763! 0.504! 0.630! 29. 0.677 0.584 0.547 30. 0.747 0.532 0.608 31. 0.75 0.512 0.619•‧
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0.6 14. 25. 29. 0.6 31 28 11 28 28 X 28 binary symmetric similarity matrix 4-7 0 1 0 1 1 11 11 28 X 28 11 11 0 11•‧
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4-5 28 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 1 11 . . . . 2 11 11 . . . . 3 0 0 11 . . . . 4 0 0 7 11 . . . . 5 1 1 6 10 11 . . . . 6 0 0 2 4 4 11 . . . . 7 1 1 1 1 2 7 11 . . . . 8 0 0 0 0 0 2 2 11 . . . . 9 0 0 0 0 0 2 2 11 11 . . . . 10 0 0 0 0 0 1 0 9 9 11 . . . . 11 0 0 1 1 1 0 0 8 8 10 11 . . . . 12 0 0 0 0 0 0 0 0 0 0 0 11 . . . . 13 0 0 0 0 0 0 0 0 0 0 0 9 11 . . . . 14 2 2 2 3 3 4 4 1 1 2 1 0 0 11 . . . . 15 1 1 1 2 2 1 1 1 1 2 1 2 3 5 11 . . . . 16 0 0 0 0 0 3 4 2 2 0 0 5 3 1 1 11 . . . . 17 0 0 0 0 0 1 1 1 1 1 1 6 4 0 1 7 11 . . . . 18 2 2 7 8 9 3 2 0 0 1 1 0 0 3 2 0 0 11 . . . . 19 0 0 1 1 1 1 2 1 1 1 1 1 1 1 4 3 2 1 11 . . . . 20 3 3 3 2 3 2 5 1 1 1 1 0 0 4 2 2 0 4 2 11 . . . . 21 1 1 6 9 10 3 3 0 0 1 1 0 0 4 3 0 0 9 1 3 11 . . . . 22 1 1 1 1 2 7 11 2 2 0 0 0 0 4 1 4 1 2 2 5 3 11 . . . . 23 5 5 3 1 1 0 0 0 0 1 1 1 1 2 4 1 0 2 2 5 1 0 11 . . . . . 24 0 0 0 0 0 0 0 1 1 2 2 6 6 0 1 4 4 0 1 0 0 0 1 11 . . . . 25 0 0 0 0 0 0 0 0 0 0 0 6 6 0 3 2 5 0 6 0 0 0 0 2 11 . . . 26 0 0 0 0 0 0 0 0 0 0 0 8 8 0 1 4 4 0 1 0 0 0 1 8 4 11 . . 27 0 0 3 1 1 1 2 2 2 0 0 2 0 0 2 4 4 2 5 3 1 2 3 2 2 2 11 . 28 1 1 0 0 0 0 0 0 0 0 0 8 8 0 1 4 4 0 1 0 0 0 2 8 3 9 2 11•‧
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4-6 X Y 1. .2627 1.4480 2. .2629 1.4481 3. 1.5226 .4561 4. 1.6698 .3577 5. 1.6090 .3597 6. .9408 -.5811 7. .7448 -.4272 8. -.0614 -1.7614 9. -.0614 -1.7614 10. .2224 -1.4633 11. .4159 -1.3345 12. -1.9678 .5676 13. -1.9071 .7313 14. 1.0693 -.1747 15. -.1431 .2161 16. -.8185 -.2416 17. -1.2297 -.3611 18. 1.4777 .2647 19. -.3019 -.0209•‧
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20. .7621 .0505 21. 1.5532 .1079 22. .7389 -.4219 23. .0006 .7555 24. -1.4044 -.4450 25. -1.5182 .6888 26. -1.8912 .6541 27. -.2928 .0022 28. -1.6554 .8858•‧
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4-2 96.4% 4-2 28•‧
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28 4-7 1 2 23 3 4 5 18 21 6 7 14 20 22 8 9 10 11 15 16 17•‧
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12 13 25 26 28 6 28 11 : 4-8 11.08% 17.97% 17.87% 14.45% 21.54% 17.09% 100.00%•‧
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4-9 11.08% 1-1 4.01% 1-2 3.68% 1-3 3.39% 17.97% 2-1 3.49% 2-2 3.35% 2-3 3.53% 2-4 4.06% 2-5 3.54% 17.87% 3-1 3.86% 3-2 3.57% 3-3 3.44% 3-4 3.64% 3-5 3.36% 14.45% 4-1 3.53% 4-2 3.58% 4-3 3.86% 4-4 3.48% 21.54% 5-1 3.53% 5-2 3.81% 5-3 3.48% 5-4 3.70% 5-5 3.58% 5-6 3.44% 17.09% 6-1 3.60% 6-2 3.52% 6-3 3.39% 6-4 3.15%•‧
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•‧
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5-1 1-1 11.08% 4.01% 1-2 3.68% 1-3 3.39% 2-1 17.97% 3.49% 2-2 3.35% 2-3 3.53% 2-4 4.06% 2-5 3.54% 3-1 17.87% 3.86% 3-2 3.57% 3-3 3.44% 3-4 3.64% 3-5 3.36% 4-1 3.53%•‧
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•‧
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5-1 21.54% 3.53% 5-2 3.81% 5-3 3.48% 5-4 3.70% 5-5 3.58% 5-6 3.44% 6-1 17.09% 3.60% 6-2 3.52% 6-3 3.39% 6-4 3.15% 6-5 3.43% OECD EU AAC&U CHEA•‧
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…… 6 28 60 28 3 5 5 4•‧
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2-4 4.06% 1-1 4.01% 3-1 3.86% 4-3 3.86% ……•‧
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•‧
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•‧
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•‧
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•‧
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2005 12 28 2007 1 9 2010a 24 http://epaper.heeact.edu.tw/archive/2010/03/01/2709.aspx 2010b 27 http://epaper.heeact.edu.tw/archive/2010/09/01/3324.aspx 2010c 26 http://epaper.heeact.edu.tw/archive/2010/07/01/3162.aspx 2011a 207 5-17 2011b 27 http://staffweb.ncnu.edu.tw/hdcheng/evaluation/100ecaluation/27_5-2_7-13 .pdf 2012a 35 http://epaper.heeact.edu.tw/archive/2012/01/01/5302.aspx 2012b 35•‧
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