Reducing classification risk in developmental performance assessment using fuzzy logic: evidence from preservice mathematics teacher education
0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.
Resumo
Performance assessment in professional education often relies on weighted score aggregation and rigid thresholds, even in developmental contexts where such approaches can increase misclassification risk and obscure emerging competence. This study investigates whether a fuzzy logic-based assessment framework can support more interpretable and defensible classification decisions than traditional statistical evaluation in preservice mathematics teacher education. Sixty-six preservice secondary mathematics teachers were randomly assigned to an experimental group assessed using fuzzy logic or a control group assessed using conventional weighted aggregation with cut scores. The fuzzy framework integrated lesson plan quality and microteaching performance to model instructional readiness without rigid thresholds and to represent graded membership in overlapping competence states. Compared with the Traditional Aggregation Model, fuzzy logic assessment produced greater differentiation across competence profiles, was associated with reduced compression around classification boundaries, and was supported by independent observation-based judgment. Longitudinal analyses across two semesters further suggested that the profile-oriented, differentiated feedback enabled by fuzzy classifications which distinguished between planning-side and enactment-side developmental needs was associated with stronger gains in both microteaching performance and lesson planning quality. These findings position fuzzy logic assessment as a promising applied measurement approach for developmental performance assessment in professional education, particularly where competence is multidimensional, uneven, and sensitive to threshold effects.
Dados da obra
- Tipo
- Artigo
- Periódico
- Frontiers in Education, v. 11
- Editora
- Frontiers Media S.A.
- Ano
- 2026 (2026-07)
- Idioma
- en
- Palavras-chave
- classification decisions; developmental assessment; educational measurement; fuzzy logic assessment; performance assessment; preservice mathematics teachers
- Temas
- Avaliação, Formação de Professores de Matemática
- DOI
- 10.3389/feduc.2026.1840093
- ISSN
- 2504-284X
- Acesso
- Acesso aberto
- Fontes
- DOAJ — Directory of Open Access Journals
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
NACCACHE, Hiba; HLEISS, Rima. Reducing classification risk in developmental performance assessment using fuzzy logic: evidence from preservice mathematics teacher education. Frontiers in Education, v. 11, 2026. DOI: https://doi.org/10.3389/feduc.2026.1840093.
APA
Naccache, H., & Hleiss, R. (2026). Reducing classification risk in developmental performance assessment using fuzzy logic: evidence from preservice mathematics teacher education. Frontiers in Education, 11. https://doi.org/10.3389/feduc.2026.1840093
BibTeX
@article{naccache2026,
author = {Naccache, Hiba and Hleiss, Rima},
title = {Reducing classification risk in developmental performance assessment using fuzzy logic: evidence from preservice mathematics teacher education},
year = {2026},
journal = {Frontiers in Education},
volume = {11},
publisher = {Frontiers Media S.A.},
doi = {10.3389/feduc.2026.1840093},
language = {en}
}RIS
TY - JOUR AU - Naccache, Hiba AU - Hleiss, Rima TI - Reducing classification risk in developmental performance assessment using fuzzy logic: evidence from preservice mathematics teacher education PY - 2026 JO - Frontiers in Education VL - 11 DO - 10.3389/feduc.2026.1840093 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
Obras relacionadas
Obras do acervo corrente com mais temas em comum.
-
The problem posing capacities of pre-service post-primary mathematics teachers: insights from an Irish university
Frontiers in Education, v. 11 · DOI 10.3389/feduc.2026.1851481
-
MEDIACIÓN PEDAGÓGICA DE LAS TIC COMO ARGUMENTO PARA LA ENSEÑANZA DE LA MATEMÁTICA EN COLOMBIA
LÍNEA IMAGINARIA, v. 23, n. 2 · DOI 10.56219/lneaimaginaria.v23i2.5133
-
ENSEÑANZA DE LA MATEMÁTICA EN CONTEXTOS RURALES: UNA REVISIÓN DOCUMENTAL SOBRE INCLUSIÓN Y SABERES LOCALES
Dialéctica, v. 2, n. 31 · DOI 10.56219/dialctica.v2i31.6388
-
Exploração, Proposição e Resolução de Problemas no Ensino de Matemática:
Perspectivas da Educação Matemática, v. 19, n. 53 · DOI 10.46312/fr5pze40
Em verificação -
Planejamento de Aula e as Categorias do Conhecimento Didático-Matemático dos Professores dos Anos Iniciais do Ensino Fundamental
PARADIGMA · DOI 10.37618/paradigma.1011-2251.2026.e2026006.id1752
Download disponível Baixar PDF na fonte: Planejamento de Aula e as Categorias do Conhecimento Didático-Matemático dos Professores dos Anos Iniciais do Ensino Fundamental (abre em nova aba) Acessar texto completo: Planejamento de Aula e as Categorias do Conhecimento Didático-Matemático dos Professores dos Anos Iniciais do Ensino Fundamental (abre em nova aba)