Performance assessment of college students higher vocational mathematics education using fuzzy evaluation model.

The article focuses on the development and evaluation of the Articulated Performance Assessment Model (APAM), which employs fuzzy optimization to enhance mathematics performance assessment among higher vocational college students. APAM assesses students based on understandability, problem-solving, and replication skills by iteratively evaluating their ability to solve similar and varied mathematical problems, using fuzzy logic to handle ambiguity in performance data. The model was tested on a dataset of 459 students across grades 3 to 8, demonstrating improvements in efficiency, replication, fuzzification rate, recommendation ratio, and reduced analytical time compared to existing methods. APAM aims to provide a unified, adaptable assessment framework that supports diverse learning styles and improves the accuracy and effectiveness of mathematics education evaluation.