Analytical reference about the results trial exam in mathematics (basic level)
Form of work: testing in the format of the exam
Goal: preparation for a single state exam mathematics
graduates educational organizations area.
Control measuring materials (CMM) USE in mathematics basic level consisted of one part, including 20 tasks with a short answer. The basic level exam is not a lightweight version of the profile one, it is focused on a different goal and a different direction of studying mathematics - mathematics for everyday life and practical activities. Structure and content control works basic level make it possible to test the ability to solve standard problems of practical content, to carry out the simplest calculations, to use educational and background information, to solve, including complex problems requiring logical reasoning, to use the simplest probabilistic and statistical models, to navigate in the simplest geometric constructions. The work includes tasks of the basic level in all the main subject areas: geometry (planimetry and stereometry), algebra, the beginning of mathematical analysis, probability theory and statistics.
The results of the basic USE in mathematics are given in marks on a five-point scale, are not translated into a hundred-point scale and do not give an opportunity to participate in the competition for admission to universities.
10 students out of 13 took part in the trial exam in mathematics of the basic level.
The mock exam results are as follows:
the percentage of twos was 20%,
the percentage of "4" and "5" was 40%.
The number of points scored by students
| Percentage of completion |
Element analysis
| Designation of a task in work | Checked demands (skills) | Difficulty level | Percentage of tasks completed |
| Calculations (actions with fractions) | |||
| Calculations (Power Actions) | |||
| Basic word problems (percentages, rounding) | |||
| Converting expressions (actions with formulas) | |||
| Calculations and transformations (transformations of algebraic, trigonometric, logarithmic expressions) | |||
| The simplest word problems (rounding with less and more) | |||
| Simplest equations (rational, irrational, exponential) | |||
| Applied Geometry (Polygons) | |||
| Dimensions and units | |||
| The beginnings of the theory of probability (the classical definition of probability) | |||
| Reading graphs and charts | |||
| Choosing the best option | |||
| Stereometry (polyhedra) | |||
| Analysis of graphs and diagrams (rate of change of values) | |||
| Planimetry (right triangle: calculation of elements; circle) | |||
| Stereometry problems (pyramid, prism) | |||
| Inequalities (number axis, number gaps, exponential inequalities) | |||
| Analysis of statements | |||
| Numbers and their properties (digital notation of numbers) | |||
| Tricky Tasks |
As a result of the examination work in basic mathematics
the least difficulty was caused by the following tasks:
# 1 (90%) - the ability to perform calculations and transformations fractional numbers, multiplication, addition, subtraction of fractions;
No. 6 (80%) - the ability to use the acquired knowledge and skills in practical activities and everyday life; students made computational errors, some students do not know how to analyze real numerical data, use an estimate and an estimate in practical calculations;
No. 9 (90%) - the ability to establish a correspondence between values \u200b\u200band their
possible values;
No. 11 (80%) - the ability to find the smallest and largest values \u200b\u200bfor
graphics.
№ 14 (60%) - the ability to analyze graphs and diagrams (the rate of change of values). The mistakes made show that the students' skills and abilities to “read” the function graph are poorly formed, and the students could not match the characteristics of the function and the derivative
The students coped with the tasks a little worse:
No. 3 (50%) - the task on the ability to use the acquired knowledge and skills in
practical activities and daily life, solving problems at interest. Each of the options considered one problem of three types of interest problems. The difficulty was caused by the problem of finding a number by its percentage, to finding the percentage of two numbers.
No. 4 (40%) - the ability to calculate the values \u200b\u200bof numerical and literal expressions, carrying out
necessary substitutions and transformations;
№ 5 (40%) - the ability to perform calculations and transformations: rational expressions, logarithmic expressions, trigonometric expressions. The students successfully coped with finding the value of a rational expression, there were errors when calculating a logarithmic expression: ignorance of the formula, computational errors. Most of the mistakes were made when finding the value trigonometric expression... To successfully complete the assignment, students need to know and apply the basic trigonometric formulas of the algebra course and the beginning of the analysis of grade 10. However, the students made mistakes when applying the reduction formulas, specifically when determining the signs trigonometric functions in the corresponding coordinate quarter
No. 8 (50%) - the ability to perform actions with geometric shapes, solve planimetric problems to find geometric quantities (areas), solve applied geometric problems;
№ 10 (50%) - the ability to build and explore the simplest mathematical models. When calculating the probability of an event, the students made mistakes in the presentation common fraction as decimal. Some students do not know the definition of probability. This task from the first option was completed least of all. Students inattentively read the problem statement.
№ 16 (40%) -the ability to perform actions with geometric shapes, to solve problems in stereometry (pyramid, prism). When solving a stereometric problem, the students showed that they did not know the formula for calculating the volume of the pyramid. Students have weak
the ability to find the angle between the planes has been formed.
# 18 (50%) - the ability to analyze statements. The mistakes made showed that the students do not know how to solve logical problems, do not know the techniques of logical reasoning that lead to correct conclusions. Some students do not know how to use the property of transitivity in cases of formulating logical conclusions, do not know how to evaluate the logical correctness of reasoning.
№ 19 (40%) - the ability to perform calculations and transformations, work with numbers and their properties (digital notation of numbers). The students made mistakes when drawing up a mathematical model according to the condition of a word problem for the composition of a number. They showed weak possession or lack of formation of the ability to write down multi-digit numbers using bit terms, inability to investigate the constructed models using the apparatus
algebras, resulting in a very low task completion rate
Typical errors include the remaining tasks:
No. 2 (20%) - when completing the assignment, the students needed
demonstrate knowledge of the properties of the degree with integer and irrational indicators and the ability to apply them when converting fractional expressions. Particular difficulty was caused by this task in the first version, in which it was necessary to calculate the degrees with irrational indicators, the students made a mistake when subtracting indicators, as a result of which instead of a decimal fraction, an integer was obtained;
№ 7 (30%) - the ability to find the root of the equation, in the variants students were asked to solve three types of equations: fractional-rational, irrational, exponential
№ 12 (30%) - the ability to build and explore the simplest mathematical models, the choice of the optimal option: selection of a set, selection of an option out of three possible, selection of an option out of four possible, students made computational errors;
№ 13 (40%) - the ability to perform actions with geometric shapes, with polyhedra. Inability to perform actions with geometric shapes,
lack of self-control.
№ 15 (30%) - the ability to perform actions with geometric figures, to solve planimetric problems on the topics of a right triangle: calculation of elements; circle. Students have poorly formed area calculation skills
circles. Ignorance of the definition of the cosine of an acute angle of a right triangle, as well as the property of the cosines of adjacent angles, also led to errors. When
a significant number of errors were made during the calculations.
№ 17 (10% - the ability to solve inequalities, to match the numbers on the coordinate line.
Errors made when completing the task indicate that some of the students who performed this work do not know how to solve exponential inequalities (they do not take into account the properties of monotony exponential function), make mistakes in applying the properties of numerical inequalities.
№ 20 (20%) - the ability to build and explore the simplest mathematical models, solve
tricky tasks or tasks using formulas. When completing the task, the students showed an inability to analyze the real situation proposed in the task. Students do not know the arithmetic progression formulas, so there are many computational errors when solving problems 1 and 3 of options.
Analysis of errors and results of the regional trial USE-2016
basic mathematics have identified a number of problems. To overcome them, we consider
it is necessary to work on errors, analyze each task of two options
with all students who completed the USE at the basic level. Correct individual work with learners who have difficulty learning mathematics.
Conclusions:
In general, analyzing the results of the examination work of the trial regional
Unified State Exam in mathematics of the basic level, we can conclude that students in the 11th grade are not sufficiently prepared to complete the tasks of the basic level at this stage of preparation for the exam.
Continue work on preparing for the exam in mathematics
Analysis of the trial exam in mathematics ( profile level) in 11 classrooms of the Tyulgansky district (18.03.2016)
from 0 to 26 points
from 27 to 49 points
from 50 to 67 points
from 68 to 84 points
from 85 to 100 points
MBOU "Almalinskaya secondary school"
MBOU "Blagoveshchenskaya secondary school"
MBOU "Blagodarnovskaya secondary school
MBOU "Gorodetskaya Secondary School"
MBOU "Ekaterinoslavskaya secondary school
MBOU "Lyceum No. 1" settlement Tulgan
MBOU "Raznomoyskaya secondary school"
MBOU "Tashlinskaya secondary school"
MABU "Troitskaya secondary school"
MBOU "Tugustemir secondary school"
MBOU "Tyulganskaya secondary school No. 1"
total for the municipality
Taking into account the points received, the students received the following marks (on a five-point system). These results can be compared with the results for the first half of the year.
Trial exam C / r for the first half of the year
"2" - 0 people (0%); "2" - 7 people (eleven%);
"3" - 25 people. (41%); "3" - 17 people (27%);
"4" - 25 people. (41%); "4" - 32 people (51%);
"5" - 11 people (eighteen%). "5" - 6 people (9.7%).
Comparing the results, we can conclude that there are no unsatisfactory assessments, the number of "5" has increased, at the same time, in general, the quality of knowledge has decreased by 1.7%.
table 2
Table 2 shows that 6 students, i.e. 9.8% of students, only crossed the threshold. These are students of the following schools: MBOU "Lyceum No. 1" in Tyulgan village (1 person), MBOU "Tyulganskaya secondary school No. 1 (1 person), MBOU" Raznomoyskaya secondary school "(1 person), MAOU" Troitskaya secondary school (3 people) .)
Job No. | Testable skill | % completion |
Be able to use the acquired knowledge and skills in practice and in everyday life | ||
Be able to perform actions with geometric shapes, coordinates and vectors | ||
Be able to perform actions with geometric shapes, coordinates and vectors | ||
Be able to perform calculations and transformations | ||
Be able to use the acquired knowledge and skills in practice and in everyday life | ||
Be able to build and explore the simplest mathematical models | ||
Be able to perform actions with functions | ||
Be able to solve equations and inequalities | ||
Be able to perform actions with geometric shapes, coordinates and vectors | ||
Be able to solve equations and inequalities | ||
Be able to perform actions with geometric shapes, coordinates and vectors | ||
Be able to use the acquired knowledge and skills in practice and in everyday life | ||
Be able to solve equations and inequalities | ||
Be able to build and explore the simplest mathematical models |
The table shows that none of the students completed all the tasks. More than 90% of students successfully completed tasks No. 2 (be able to use the acquired knowledge and skills in practical activities and in everyday life), No. 3 (be able to perform actions with geometric shapes, coordinates and vectors), No. 5 (be able to solve equations and inequalities) ... Students (more than 80%) successfully completed tasks No. 1 (be able to use the acquired knowledge and skills in practical activities and in everyday life), No. 4 (be able to build and explore the simplest mathematical models), No. 6 (be able to perform actions with geometric shapes, coordinates and vectors).
The most difficult task for the students from the first part turned out to be task number 7 (to be able to perform actions with functions), as well as tasks of the second part, which had to be solved in expanded form.
(average score for the district - 50 points)
Above the district average:
1. MBOU "Ekaterinoslavskaya secondary school" - 66.7.
2. MBOU "Tashlinskaya secondary school" - 56.7.
3. MBOU "Lyceum No. 1" settlement Tyulgan - 53 b
4. MBOU "Blagodarnovskaya secondary school" - 52.5
5. MBOU "Gorodetskaya secondary school" - 50.5
6. MBOU "Tyulganskaya secondary school No. 1" - 50.37.
Below the average score for the district:
7. MBOU "Tugustemir secondary school" - 49
8. MBOU "Blagoveshchenskaya secondary school" - 48.5.
9. MBOU "Almalinskaya secondary school" - 44
10 MBOU "Raznomoyskaya secondary school" - 38.5
1. Analyze the results of the trial exam (profile level) in each educational institution;
District teachers to strengthen the training of students wishing to take mathematics at the profile level. Provide additional individual and group consultations for students of different groups. When preparing students for the USE in mathematics (profile level), pay attention to solving tasks with a detailed answer, in order to improve the quality of knowledge and, in general, the average score in the district in 2016.
methodist MKU TsSDOU
Analytical information on the results of the trial exam in the Russian language in the form of the Unified State Exam dated 02.13.2017 academic year.
Purpose of the work:
1. Working out the procedure holding the exam in conditions as close to reality as possible, for the propheutics of possible difficulties in organizing the exam.
2. Identification at the school level of gaps in the preparation of students for the organization of the optimal mode of repetition of the rules in the final grades.
For the exam, 3 variants of CMMs were offered. All options strictly corresponded to the demo version of the FIPI. All students passed the minimum threshold for a positive grade.
Analysis of the implementation of all parts of the work.
Part 1
Analyzing the performance of tasks, it should be noted that the basic level of preparation of students is average. In general, the skills for completing tasks have been worked out. The most successfully completed tasks by students 1, 2, 4, 7, 10, 11, 12, 17, 18, 24. And the least successful - 3, 15, 19. These data indicate a good general level spelling literacy of students, and also indicate gaps in the assimilation of the following language norms:
1. Syntactic norms... Punctuation marks in simple complicated, complex sentences with various types of communication.
2. Lexical norms. Determining the meaning of a word in a sentence.
Control task system - measuring materials correlates with the content of the school course of the Russian language and allows you to check the level of formation of language and linguistic competencies. Difficulties in completing tasks lie in the lack of self-discipline in children, independence, lack of confidence in their abilities.
Part 2
Part 2 of the examination work determines the actual level of formation of the linguistic, linguistic and communicative competencies of students. Difficulties for students are caused by the definition of the problem of the text, their comments, the formulation of the author's position and argumentation own opinion... No one has reached the maximum number of points - 24. 1 student did not start part 2.
Total students - 18,
Of these, 0 did not appear.
Academic success - 100%,
Knowledge quality - 89%,
The results of the rehearsal work in the Russian language make it possible to identify the range of skills and abilities, the development of which requires more attention in the process of preparing for the unified state exam in the Russian language.
Particular attention should be paid to the sections related to understanding the text, which are often perceived as having been studied and understood long ago.
For effective and successful preparation for the exam you must:
1.plan and consistently implement the repetition and systemic generalization of educational material,
2. carry out timely diagnostics of the quality of education and organize differentiated individual assistance,
3.to achieve in the study of a meaningful approach based on the understanding of the Russian language as a system in which all levels of the language and units are interconnected, and the need for knowledge of the system is dictated by the need for the practical use of knowledge in oral and written speech,
4. to form language competence, including students in analytical activities, combining theoretical knowledge with direct experience of their application in speech practice, enhancing the communicative aspect of language teaching,
5.use active forms teaching, research technologies, as well as modern methods of testing students' knowledge, contributing to a more durable and meaningful assimilation of them,
6.prepare for the exam in accordance with demo version, annually provided by FIPI, use in the preparation of proven, recommended (by FIPI, responsible regional structures) materials; more actively use interactive learning opportunities (educational programs and trainings on electronic media, training tasks from the open segment of the Federal Bank of Test Materials, online testing on official educational sites (http://www.fipi.ru; http: // www. ege.edu.ru, etc.).
Analysis of the trial exam in mathematics (profile level)
(12.04.2016 years)
Class: 11 "A"
Number of students: 15
Teacher: Kurganova Yu.A.
The USE in mathematics of the profile level consists of two parts, which include 19 tasks.The minimum threshold is 27 points.
Examination paper consists of two parts, which differ in content, complexity and number of tasks.
The defining feature of each part of the work is the form of tasks:
part 1 contains 8 tasks (tasks 1–8) with a short answer in the form of an integer or a final decimal fraction;
part 2 contains 4 tasks (tasks 9–12) with a short answer in the form of an integer or final decimal fraction and 7 tasks (tasks 13–19) with a detailed answer (a complete record of the solution with justification of the actions performed).
Goal: analysis and evaluation of the effectiveness of training, evaluation of effectiveness educational process in terms of educational standards.
Verifiable requirements:
To be able to use the acquired knowledge and skills in practice and everyday life (The simplest word problems (rounding with excess and deficiency, percent).
Be able to use the acquired knowledge and skills in practice and everyday life (Reading graphs and diagrams).
Be able to perform actions with geometric shapes, coordinates and vectors (Planimetry: calculation of lengths and areas. Vectors, coordinate plane).
Be able to build and explore the simplest mathematical models (Principles of Probability Theory).
Be able to solve equations and inequalities (The simplest equations (linear, quadratic, cubic, rational, irrational, exponential, logarithmic, trigonometric).
Be able to perform actions with geometric shapes, coordinates and vectors (Planimetry: tasks related to angles in different figures planimetry).
To be able to perform actions with functions (Derivative: physical, geometric meaning of the derivative, tangent, application of the derivative to the study of functions, antiderivative).
Be able to perform actions with geometric shapes, coordinates and vectors (Stereometry: tasks for calculating the basic elements of geometric bodies).
Be able to perform calculations and transformations (Calculation of values \u200b\u200band transformations of expressions, fractions of various types: algebraic, trigonometric, exponential, logarithmic).
Be able to use the acquired knowledge and skills in practice and everyday life (Tasks with applied content).
Be able to build and explore the simplest mathematical models (Word problems: movement in a straight line and a circle, on water, on joint work, percentages, alloys, mixtures, progressions).
Be able to perform actions with functions (The highest and lowest value of the main functions: using the derivative and based on the properties of the function).
Be able to solve equations and inequalities (Equations, systems of equations: trigonometric, exponential, logarithmic, mixed).
Be able to perform actions with geometric shapes, coordinates and vectors (Stereometry: angles and distances in space).
Be able to solve equations and inequalities (Inequalities and systems of inequalities).
Be able to perform actions with geometric shapes, coordinates and vectors (Planimetric problem).
Be able to use the acquired knowledge and skills in practice and everyday life (Problems for interest).
Be able to solve equations and inequalities (Equations, inequalities, systems with a parameter).
Be able to build and explore the simplest mathematical models.
Assessment of the performance of tasks with a short answer.
1(1b)
(1b)
(1b)
(1b)
(1b)
(1b)
(1b)
(1b)
(1b)
(1b)
(1b)
(1b0
Number of completed tasks
Share of total
Antonov N.
83%
Belyakova E.
67%
Dyakov P.
75%
Krutov D.
58%
Kshnyaykina E.
100%
Pantileikina Yu.
58%
Parvatkin Ya.
92%
Paulov A.
100%
Petryakov D.
100%
10.
Russkin A.
83%
11.
Saushin E.
92%
12.
Sonina Yu.
100%
13.
D.
67%
14.
Strelchikova M.
100%
15.
Khannikova R.
58%
The number of correctly completed tasks
% of correctly completed tasks
93%
87%
100%
80%
93%
87%
67%
73%
87%
93%
67%
60%
From the table above, it can be seen that students experience difficulties when completing task No. 12 to find the largest (smallest) function values, tasks No. 7 and 8 (geometric meaning of the derivative and stereometric problem), when solving word problems (No. 11). Only 60% completed tasks onexecution of an action with functions (the highest and lowest value of the main functions: using the derivative and based on the properties of the function).
67% solved the textual and the problem on the geometric meaning of the derivative. 73% of students completed the stereometric task. 100% of students do not experience difficulties in performing a planimetric task, 93% have successfully completed the simplest text task, the simplest equation and a problem with applied content.
Assessment of the performance of tasks with a detailed answer.
13(2b)
(2b)
(2b)
(3b)
(3b)
(4b)
(4b)
Total points for
Part 2
Antonov N.
Belyakova E.
Dyakov P.
Krutov D.
Kshnyaykina E.
Pantileikina Yu.
Parvatkin Ya.
Paulov A.
Petryakov D.
10.
Russkin A.
11.
Saushin E.
12.
Sonina Yu.
13.
D.
14.
Strelchikova M.
0
0
0
15.
Khannikova R.
0
0
0
0
0
0
0
0
Exam results:
Analyzing the results of the mock rehearsal exam in mathematics in the form of the USE, it can be concluded that 9 out of 15 graduates who scored 50 points and above have not only a basic level of training in mathematics high school, but also profile. All 11th grade students have overcome the minimum threshold of 27 points set by Rosobrnadzor for 2016.Best result showed Kshnyaykina E. (84b) and Parvatkin Ya. (82b). The least number of points were scored by D. Krutov, Yu. Pantileikina, R. Khannikova (33b).
Based on the above, the math teacherrecommended:
1. Analyze the results of the tasks of the CMM, paying attention to the identified typical mistakes and ways to eliminate them.
2. Organize a repetition system with lesson control and verification.
3. Use in the classroom the tasks included in the CMM.
4. Pay attention to the formation of general educational and elementary mathematical skills in students that are directly applied in practice.
5. When organizing the repetition, pay the necessary attention to the issues that caused the greatest difficulties for schoolchildren on the mock exam.
6. Systematically carry out work with students, working out with them tasks of a basic level of complexity.