試題難易度評量一直是許多人研究的課題。但傳統方法的五點量表問卷只提供固定尺度的選擇，似乎無法完整地表達受測者真實且複雜的思考。因此本文將以模糊問卷調查進行試題難易度的探討。許多研究應用模糊平均數、模糊眾數或模糊中位數等概念於試題難易度評量。而本文將以此為基礎，定義一種新的距離，再透過一些轉換取得試題的難易度指標，進而比較各試題之間難度的差異。本文的另一個重點，是各個不同難度因子的向度來決定各試題的難度。再以模糊相對權重的概念，對各向度的難易度指標作加權，進而比較、分析。 / Assessment for test difficulty have been the subject of many studies. The traditional method of a Likert scale questionnaire provides only a fixed scale choice, but it seems that we can’t fully express the real and complex thinking of respondents. Therefore, the thesis will apply fuzzy questionnaire to probe into test difficulty. Concepts such as Fuzzy mean, Fuzzy mode or Fuzzy median are applied in studies of assessment for test difficulty. The thesis will be based on these conceptions to define a new distance, and obtain the difficulty index of test through some conversion. Moreover, it will compare the differences of difficulty among test items. Another focus of this paper is to determine the difficulty of each item according to various dimensions of difficulty factors. Afterwards, the difficulty index of each dimension will be weighted, compared, and analyzed with the concept of fuzzy relative weight.

本研究的主要目的，在應用模糊理論，建立改進傳統系統分析模式。並以高中教科書評選為例，首先使用評鑑因素重要程度模糊問卷及教科書評鑑表，建立因素模糊相對權重矩陣與模糊評估矩陣，同時以模糊眾數和模糊評估與傳統方法進行比較分析。我們經由實際評選發現，應用模糊評選教科書，比傳統評選教科書來得合理。在尋求適當的共識時，模糊統計較能適時反應出人們實際的想法。 / The purpose of this study is to develop a system analysis by fuzzy theory. A comparison was made between fuzzy sample mode, fuzzy evaluation and the conventional method about textbook selection. In order to establish the factor fuzzy relation weight matrix and to estimate fuzzy evaluation matrix, we use the fuzzy weight and evaluation questionnaire first. It was found, by way of the actual evaluation, that the application of fuzzy evaluation is better than the traditional evaluation. While looking for appropriate consensus, fuzzy statistics is a better reflection of popular idea.