Academic Journal
A novel Z-number based multi-stage assessment framework for problem-based learning in practical courses.
| Τίτλος: | A novel Z-number based multi-stage assessment framework for problem-based learning in practical courses. |
|---|---|
| Συγγραφείς: | Yu, Limin, Chen, Zhe, Qin, Zeyu |
| Πηγή: | PLoS ONE; 5/18/2026, Vol. 21 Issue 5, p1-32, 32p |
| Θεματικοί όροι: | Problem-based learning, Curriculum evaluation, Educational evaluation, Multiple criteria decision making |
| Περίληψη: | Confronting the growing disparity between standardized evaluation systems and personalized competency development in practical education, this study proposes a novel data-driven framework integrating Multi-Criteria Group Decision Making (MCGDM) to enhance curriculum assessment within Problem-Based Learning (PBL) environments. Specifically, the framework incorporates Z-number theory to effectively capture the uncertainty and reliability inherent in expert evaluations, addressing the challenges posed by subjective and imprecise human judgments. The well-established Multi-Attributive Border Approximation Area Comparison (MABAC) method is extended through the integration of Z-number modeling to enhance robustness in ranking and decision-making processes. A multi-stage assessment process is designed, encompassing a Pass check phase, a Score determination phase, and a Grading phase, aligned with the pedagogical principles of PBL. Furthermore, a hybrid Entropy-Criteria Importance Through Intercriteria Correlation (CRITIC) weighting scheme under Z-number representation is introduced to objectively determine the importance of evaluation criteria, considering both information dispersion and inter-criteria correlation. The proposed method is applied to a real-life case study involving 24 students, evaluated by multiple stakeholder groups, including peer teams, instructors, and industry experts. Sensitivity and comparative analyses suggest that the proposed framework provides a robust and reliability-aware assessment procedure within the studied course context. The findings indicate its potential to support a more transparent and structured evaluation process, although broader generalizability requires further validation across cohorts, courses, and institutions. [ABSTRACT FROM AUTHOR] |
| Copyright of PLoS ONE is the property of Public Library of Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Βάση Δεδομένων: | Complementary Index |
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| Items | – Name: Title Label: Title Group: Ti Data: A novel Z-number based multi-stage assessment framework for problem-based learning in practical courses. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Yu%2C+Limin%22">Yu, Limin</searchLink><br /><searchLink fieldCode="AR" term="%22Chen%2C+Zhe%22">Chen, Zhe</searchLink><br /><searchLink fieldCode="AR" term="%22Qin%2C+Zeyu%22">Qin, Zeyu</searchLink> – Name: TitleSource Label: Source Group: Src Data: PLoS ONE; 5/18/2026, Vol. 21 Issue 5, p1-32, 32p – Name: Subject Label: Subject Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Problem-based+learning%22">Problem-based learning</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+evaluation%22">Curriculum evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+evaluation%22">Educational evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+criteria+decision+making%22">Multiple criteria decision making</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Confronting the growing disparity between standardized evaluation systems and personalized competency development in practical education, this study proposes a novel data-driven framework integrating Multi-Criteria Group Decision Making (MCGDM) to enhance curriculum assessment within Problem-Based Learning (PBL) environments. Specifically, the framework incorporates Z-number theory to effectively capture the uncertainty and reliability inherent in expert evaluations, addressing the challenges posed by subjective and imprecise human judgments. The well-established Multi-Attributive Border Approximation Area Comparison (MABAC) method is extended through the integration of Z-number modeling to enhance robustness in ranking and decision-making processes. A multi-stage assessment process is designed, encompassing a Pass check phase, a Score determination phase, and a Grading phase, aligned with the pedagogical principles of PBL. Furthermore, a hybrid Entropy-Criteria Importance Through Intercriteria Correlation (CRITIC) weighting scheme under Z-number representation is introduced to objectively determine the importance of evaluation criteria, considering both information dispersion and inter-criteria correlation. The proposed method is applied to a real-life case study involving 24 students, evaluated by multiple stakeholder groups, including peer teams, instructors, and industry experts. Sensitivity and comparative analyses suggest that the proposed framework provides a robust and reliability-aware assessment procedure within the studied course context. The findings indicate its potential to support a more transparent and structured evaluation process, although broader generalizability requires further validation across cohorts, courses, and institutions. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Group: Ab Data: <i>Copyright of PLoS ONE is the property of Public Library of Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1371/journal.pone.0349114 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 32 StartPage: 1 Subjects: – SubjectFull: Problem-based learning Type: general – SubjectFull: Curriculum evaluation Type: general – SubjectFull: Educational evaluation Type: general – SubjectFull: Multiple criteria decision making Type: general Titles: – TitleFull: A novel Z-number based multi-stage assessment framework for problem-based learning in practical courses. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Yu, Limin – PersonEntity: Name: NameFull: Chen, Zhe – PersonEntity: Name: NameFull: Qin, Zeyu IsPartOfRelationships: – BibEntity: Dates: – D: 18 M: 05 Text: 5/18/2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 19326203 Numbering: – Type: volume Value: 21 – Type: issue Value: 5 Titles: – TitleFull: PLoS ONE Type: main |
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