Fuzzy comprehensive evaluation model in the evaluation of English teaching quality

Abstract

Evaluating English teaching quality is vital for improving knowledge-based developments through communication for different aged students. Teaching quality assessment relies on the teachers’ and students’ features for constructive progression. With the development of computational intelligence, optimization and machine learning techniques are widely adapted for teaching quality assessment. In this article, a Quality-centric Assessment Model aided by Fuzzy Optimization (QAM-FO) is designed. This optimization approach validates the student-teacher features for a balanced model assessment. The distinguishable features for improving students’ oral and verbal communication from different teaching levels (basic, intermediate, and proficient) are extracted. The extracted features are the crisp input for the fuzzy optimization such that the recurring fuzzification detains the least fit feature. Such features are replaced by the level-based teaching and performance feature that differs from the previous fuzzy input. This replacement is pursued until a maximum recommendable feature (performance/ learning) is identified. The identified feature is applicable for different teaching levels for improving the quality assessment. Therefore, the proposed optimization approach provides different feasible recommendations for teaching improvements.