Posteriori Setting of the Weights in Multi-Criteria Decision Making in Educational Practice

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F46747885%3A24310%2F16%3A00000940" target="_blank" >RIV/46747885:24310/16:00000940 - isvavai.cz</a>

Výsledek na webu

<a href="http://mme2016.tul.cz/conferenceproceedings/mme2016_conference_proceedings.pdf" target="_blank" >http://mme2016.tul.cz/conferenceproceedings/mme2016_conference_proceedings.pdf</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Posteriori Setting of the Weights in Multi-Criteria Decision Making in Educational Practice

Popis výsledku v původním jazyce

The classification is a multi-criteria decision makingproblem. The tasks to solve there are criteria and the results of each studentare values of individual variant and the weights are numbers of pointsassigned to examples. Usually, the teacher sets these points before the testaccording to his meaning about a difficulty of particular example and alsoaccording to a mutual comparison of all the examples. A disadvantage ofthis approach could be the individual experience of the teacher who doesnot have to estimate the difficulties for a given group of students fittingly.Then easy examples are appraised by high number of points and vice versa.The presented method calculates the weights (i.e. the points) according tothe results achieved by the students and then the total score. The score ofa particular example is calculated only in percent and then its average. Thereciprocal value of the average is the weight. Afterwards the total score ofevery test is evaluated and also identified the difficulties of assigned tasks.

Název v anglickém jazyce

Posteriori Setting of the Weights in Multi-Criteria Decision Making in Educational Practice

Popis výsledku anglicky

The classification is a multi-criteria decision makingproblem. The tasks to solve there are criteria and the results of each studentare values of individual variant and the weights are numbers of pointsassigned to examples. Usually, the teacher sets these points before the testaccording to his meaning about a difficulty of particular example and alsoaccording to a mutual comparison of all the examples. A disadvantage ofthis approach could be the individual experience of the teacher who doesnot have to estimate the difficulties for a given group of students fittingly.Then easy examples are appraised by high number of points and vice versa.The presented method calculates the weights (i.e. the points) according tothe results achieved by the students and then the total score. The score ofa particular example is calculated only in percent and then its average. Thereciprocal value of the average is the weight. Afterwards the total score ofevery test is evaluated and also identified the difficulties of assigned tasks.

Druh

D - Stať ve sborníku

CEP obor

BB - Aplikovaná statistika, operační výzkum

OECD FORD obor

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Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2016

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

Mathematical Methods in Economics 2016, Conference Proceedings

ISBN

978-80-7494-296-9

ISSN

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e-ISSN

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Počet stran výsledku

4

Strana od-do

747-750

Název nakladatele

Technical University of Liberec

Místo vydání

Liberec

Místo konání akce

Liberec

Datum konání akce

1. 1. 2016

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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