[ استخدام المنطق الضبابي في تقييم الاداء: قضايا الإحساس بالعدالة ]
Volume 19, Issue 3, February 2017, Pages 508–518
Adel Almarweai1 and Allal Ben El Azmia2
1 Faculty of Education, Mohamed V University, Rabat, Morocco
2 Faculty of Education, Mohamed V University, Rabat, Morocco
Original language: Arabic
Copyright © 2017 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Justice perceptions are important reactions in the performance appraisal context. Several studies focused on what makes appraisals fair and the consequences of appraisal fairness. But it is difficult to evaluate one teacher objectively and fairly using the traditional evaluation method for the influencing factors are more and complex. In recent years, the fuzzy logic techniques have been successfully applied in comprehensive evaluations instead of traditional mathematical models when evaluating the performance of Teacher. The flexibility of the model allows the supervisor to introduce vagueness, uncertainty, and subjectivity into the evaluation system. The current study aims to identify the impact of Fuzzy Comprehensive Evaluation (FCE) on the teacher Perception of justice evaluation (distributive justice, procedural justice, informational justice and interpersonal justice (. The perceived fairness of the performance evaluation was tested using the Solomon four group design data) two experimental and two control (. The two way-ANOVA results indicated that changes in fairness perception scores was significant and teachers perceived the FCE to be fairer. Compared with other method, this mathematical model has better appraisal effect and can reduce the influence of human factors, improve the accuracy and fairness of the evaluation.
Author Keywords: Teacher performance, Fuzzy Logic, Fuzzy Comprehensive Evaluation (FCE), Fairness of performance appraisal.
Volume 19, Issue 3, February 2017, Pages 508–518
Adel Almarweai1 and Allal Ben El Azmia2
1 Faculty of Education, Mohamed V University, Rabat, Morocco
2 Faculty of Education, Mohamed V University, Rabat, Morocco
Original language: Arabic
Copyright © 2017 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
Justice perceptions are important reactions in the performance appraisal context. Several studies focused on what makes appraisals fair and the consequences of appraisal fairness. But it is difficult to evaluate one teacher objectively and fairly using the traditional evaluation method for the influencing factors are more and complex. In recent years, the fuzzy logic techniques have been successfully applied in comprehensive evaluations instead of traditional mathematical models when evaluating the performance of Teacher. The flexibility of the model allows the supervisor to introduce vagueness, uncertainty, and subjectivity into the evaluation system. The current study aims to identify the impact of Fuzzy Comprehensive Evaluation (FCE) on the teacher Perception of justice evaluation (distributive justice, procedural justice, informational justice and interpersonal justice (. The perceived fairness of the performance evaluation was tested using the Solomon four group design data) two experimental and two control (. The two way-ANOVA results indicated that changes in fairness perception scores was significant and teachers perceived the FCE to be fairer. Compared with other method, this mathematical model has better appraisal effect and can reduce the influence of human factors, improve the accuracy and fairness of the evaluation.
Author Keywords: Teacher performance, Fuzzy Logic, Fuzzy Comprehensive Evaluation (FCE), Fairness of performance appraisal.
Abstract: (arabic)
في السنوات الأخيرة وضعت العديد من طرائق التقييم للحصول على تقييم فعال، الا ان هذه الطرائق فشلت في تحقيق الإحساس بعدالة التقييم لدى المعلمين، بالمقابل يقدم التقييم المستند الى المنطق الضبابي نفسه كبديل يتسم بالمرونة وبالقدرة على تجاوز عيوب الطرائق التقليدية عن طريق اختزال الذاتية والتعامل مع التعقيد واللايقين الذي يتخلل موقف التقييم، ويهدف هذا البحث الى اختبار قدرة التقييم الضبابي الشامل (FCE) على تنمية الإحساس بعدالة التقييم لدى المعلمين مقارنة بالطرائق التقييم التقليدية. ولهذا الغرض استخدم الباحث الدراسة التجريبية معتمدا على تصميم سولومون ذو الأربع مجموعات، وبتحليل البيانات باستخدام تحليل التباين الثنائي، أظهرت النتائج وجود فروق ذات دلالة في إدراك عدالة التقييم لصالح المجموعات التي تم تقييمها باستخدام طريقة التقييم الضبابي الشامل على حساب تلك التي تم تقييمها بالطريقة التقليدية، وعلى ذلك يمكن القول ان هذه الطريقة استطاعت ان تزيد من فاعلية التقييم وتختزل الذاتية وتعطي تقييما أكثر دقة وبالتالي إحساسا أكبر بعدالة التقييم عن الطريقة التقليدي.
Author Keywords: تقييم أداء المعلم، المنطق الضبابي، التقييم الضبابي، التقييم التقليدي. الإحساس بعدالة التقييم.
How to Cite this Article
Adel Almarweai and Allal Ben El Azmia, “Fuzzy logic as a tool for performance appraisals: The issue of fairness,” International Journal of Innovation and Applied Studies, vol. 19, no. 3, pp. 508–518, February 2017.
