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By using CI, AHP consider subjective methods and analyze mathematically. But,
AHP has a problem. If criterions are change, result may be change (Belton and
Gear 1985). So, it is important to set criterions mutually exclusive and collectively
exhaustive.
2.2.2 Resolution of Difficulty Level
No one can divide an infinitum of stages. Shojima says “Current test is overesti-
mated. Current test has only resolution that divides about several stages.”
(Shojima 2009). AHP, the method using subjective decision, also use several stag-
es (Saaty 1994). In their papers, Shojima uses 10 stages, and AHP uses 9 stages
(Shojima 2009) (Saaty 1994). There is no exist how many resolution human can
know. But, perhaps the number is 9 or 10.
2.3
Discovery of the Elements
The research finding elements of difficulty level is many. For example, there is
declination of learning (Shimizu and Ide 2003), or semantic structure of problem
statement (Maeda and Nishio 2010), or computational complexity (Hirashima et
al. 1955), and so on.
Raghubar et al. research about errors in multi-digit arithmetic and behavioral
inattention in children with math difficulties (Raghubar et al. 2009).
But, there is not exist about a research about all elements of difficulty level.
2.4
Other Viewpoints
According research about difficulty level, there are other viewpoints.
For example, Soga et al. research about differences in physiological responses
induced by mental tasks with different difficulty levels (Soga et al. 2009). Differ-
ences of difficulty level make a change about physiological responses and mental
tasks, and it can calculate Skin Potential Level and Blood Pressure clearly if ex-
aminees don't feel anxiety.
3
The Reasons of Wrong Answer or Expression
3.1
How to Correct
We forecast that there is more than one reason. So, we corrected the reason of
wrong answers or expression to 15 people. They are university students. The way
of correcting the reasons shows Fig. 4.
One learner tries to solve problem, and one leader watch learner's action. If
learner is wrong answer or expression, leader tells answer or expression is wrong.
And leader asks learner why learner is wrong. At this time leader see not to make
learner to feel psychological pressure.
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