Neutrosophic Theory Framework for Building Mathematics Teachers Capacity in Assessment of High School Students in the United Arab Emirates

Yousef Wardat *¹, Rommel Alali², Adeeb M. Jarrah³, Mohammed Alzyoudi⁴

¹Higher College’s of Technology , United Arab Emirates

²Measurement and Evaluation, King Faisal University, Saudi Arabia

³Emirates College for Advanced Education, Abu Dhabi P.O. Box 126662, United Arab Emirates

⁴Mohamed Bin Zayed University for Humanities, UAE

Emails: ywardat1@hct.ac.ae; ralali@kfu.edu.sa;  adeeb.jarrah@ecae.ac.ae; mohammed.alzyoudi@mbzuh.ac.ae 

Abstract

Better classroom evaluation may have positive effects on students' learning, according to research and practice from the past ten years. United Arab Emirates (UAE) values the assessment of procedures used in teaching, as an integral part in the evaluation of their effectiveness. Through evaluation, the results realized, help in measuring the effectiveness of curricula and methods used in teaching. This, therefore, affects stakeholders in education, the teachers, and most importantly, the students. This study aims at cross-examining students’ performance in mathematics, especially at the high school level, in the UAE. Also, this evaluation has a multi-criteria so the concept of multi-criteria decision-making is used in this paper. But this process has vague and uncertain information, so the neutrosophic theory is used to solve this problem. The neutrosophic sets integrated with the MCDM methodology. The neutrosophic AHP method is used to compute the weights of criteria and evaluate the classroom.

Keywords: Classroom assessment; outcomes of learning; teaching methods in mathematics; teacher assessment competency; Neutrosophic theory; MCDM; AHP.