本研究設計支援適性化評量之電腦系統，目的在根據學生的表現提供合適的題目，並診斷學生的學習成果及提供教學上的建議。 在本文中以一組向量屬性來表示一道題目，這組屬性分成兩個部份，即主題概念和解題能力。這些屬性分別以模糊統計試驗及屬性空間測度的方式，利用教師對題目的敘述所隱含的概念及解題所需的能力加以判斷以獲得數值。然後再以教師對題目的敘述所隱含的概念所判斷的數值以模糊聚類分析及判斷屬性值強度的方式分別建立兩種題目群組以提供兩種選題策略的運用，然後根據學生的表現提供不同難度或不同概念題目的個別化施測。 本研究首先以分數為主題，從分數涵義的構面分成五個屬性，數學解題能力的構面則分成三個屬性，期望以階段性複習評量為前提下，建立評量題目可以自由增刪的電腦適性化評量系統。 This research aims at designing computer system to support adaptive assessment with the purpose of tailoring the appropriate question based on the students' performance. Moreover, the learning performance of students is examined and suggestions are provided for teaching instructions. In this research, a set of vector attribute is exploited to represent a single question. This set of vector attribute is categorized into two sections including the theme concept and problem-solving ability. Subsequently, fuzzy statistics testing and attribute-space measuring are performed on these attributes. By determining the implicated concept from the teacher's explanation for the question and ability required to solve the problem, values are acquired. Furthermore, the value acquired for the implicated concept from the teacher's explanation of the question is adopted for fuzzy cluster analysis and estimation of magnitude for the attribute value. Accordingly, two groups of questions are respectively established to yield the application for two types of item selection strategy. Hence, personalized testing with assorted difficulty levels or distinct question concept is administered based on the students' ability. Initially, this research employs fraction as the theme and categorizes the dimension of fraction definition into four attributes. Besides, the dimension of mathematical problem-solving ability is divided into three attributes. With the phase-in revision assessment as the fundamental, computer adaptive assessment system which is capable of adding or removing assessment question freely can be constructed.
