Assessment Reform for Introduction to Sociology from the Perspective of the Field Classroom: A Fuzzy Comprehensive Evaluation Framework

Abstract

Assessment reform is central to turning the field classroom from an occasional activity into a durable mechanism of sociological learning. Drawing on the reform of Introduction to Sociology, this article explains how process-based field assignments and summative examination tasks can be aligned around knowledge, competence, and value formation. It then introduces a fuzzy comprehensive evaluation framework whose indicators and weights come directly from the assessment scheme. The framework converts cohort-level score distributions into membership vectors and returns diagnostic evidence to teaching. The reform shows that field-based questioning and assignments help students connect theory with everyday life, strengthen research awareness, and make value-oriented education concrete. Experiential learning, constructive alignment, and transparent evaluation should therefore be designed as one system.