Education system Russian Federation in recent decades has undergone significant transformations, one of them was the introduction of exams in a new format in the final attestation of students - GIA and USE. What is CMM, as well as other intricacies of the exam, read in this article.
Certification system of the 90s of the twentieth century
So, a modern student completing the basic course general education, must at the end of the training show the skills and abilities that will characterize the level of his knowledge. State final examination in school is quite different from similar tests during the 90s of the last century. Then it was enough to write an essay on the Russian language and complete the task in algebra as required exams and choose two or three general subjects at your discretion.
The examination committee, made up of the teachers of the school, accepted the answers of the subjects and gave them a verdict based on the answers they heard or saw. The procedure was practically the same. final exams for the main course high school - there were also compulsory subjects (Russian and mathematics) and subjects to choose from. According to the cumulative result, students received a document of graduation from school and could try their hand at a higher level of education, where they had to pass entry exams... What were KIMs at the time? Everything is quite simple - these are tickets that you had to prepare for.
Reform process
There was one flaw in this well-oiled system: students from remote settlements often, for various reasons, could not afford to get on face-to-face tests of the country's leading universities. Then it was decided to change the format of the exams themselves - instead of final and entrance examinations, an intermediate version appears, combining both the first and the second without the need to travel directly to the location of the university. Thus, the idea of \u200b\u200bmaking quality education more accessible was realized. This is how the One appeared State exam, the way of certification has also changed. Since 2002, as an experiment, it started in some regions of Russia. All exam tasks were divided according to the degree of difficulty into three groups: part "A" - test tasks, part "B" - comparison and logic, part "C" - detailed answers. That's what it is KIMs Unified State Exam presently. Until 2008, this method of testing graduates of general education institutions was tested on the territory of our country, and since 2009 it has become mandatory for the final test of students' knowledge. For ninth-grade graduates, assignments are built according to the same pattern, but their number is reduced - this is what KIMs GIA are for incomplete secondary education.
Two-level exam
Control and measuring materials (this is what CMM is) were compiled taking into account all the necessary competencies of the student, and as a result, about thirty tasks were obtained, their number varies depending on the subject. Specialists from various industries from all over the country are involved in their creation, as a result, a selection takes place, and all possible options get their further existence in exams.
The assignments are compiled and edited by the Federal Institute for Pedagogical Measurements. Thus, the tests should reveal the student's readiness and ability to study at the university. The system is constantly being improved. Along with the Unified State Exam, similar tests for the course of grade 9 gradually began to be introduced (we discussed earlier what GIA CMMs are for this level), this is also an examination check in the form of tests and detailed tasks. The differences between the two levels of the exam are in the degree of difficulty and the number of final tasks.
What is KIMs Unified State Exam
Now let's take a closer look at the actual content of the assignments for all sections of the exam. As mentioned above, all questions in CMMs are divided into three groups. This is done on purpose so that the assessors can objectively assess the capabilities of the students. The test part is the simplest and does not require a lot of mental expenditure, however, it is also rated with the lowest scores. To successfully pass the final tests, this part alone cannot be resolved, the maximum possible score for this part in different disciplines does not exceed 25. The second group of tasks is already much more difficult and allows you to identify the basic and specific skills and knowledge of the student. It is assessed variably, however, in general, the total number of points for this part is higher. Finally, the most difficult questions are found in the final part of the exam. Successful completion of this type of assignment, together with the previous groups of questions, allows you to get 100 points and testifies to the high educational level of the person who solved the CMM. What it is, now it is clear, in fact, these are combined tasks.
The hardest part of the exam
Let's dwell on the tasks of the group "C" in more detail. If the first two parts reveal the level of formation of the abilities of an increased educational potential, if parts "A" and "B" can be called variable tests, then the final tasks are full-fledged complex assessment tools. At the same time, this type of questions is also used in the certification of specialists when hiring or taking advanced training courses. This was not done by chance, competencies allow a person to effectively understand the formulation of a problem and ways to resolve it, all educational process... By combining different types of assignments, one can most deeply reveal the degree of intellectual development of both a graduate and a specialist. Now it is clear what KOS and CMMs are in the modern educational environment?
GIA technology
Now we will analyze the procedure for passing both levels of the exam, first of all, the GIA. A student completing 9 grades of school at the end of the course must pass two compulsory examinations and several to choose from. To conduct tests, the authorities and educational authorities form examination points (as a rule, these are several schools to which all students of a particular municipality are attached), where everyone must come with a passport and a pass. After that, all schoolchildren are assigned to classrooms and two testers are attached to each classroom, then, in the presence of all interested persons, the packages with tasks are opened. Each of them is assigned a number, in exact accordance with the number of those taking the exam (this explains what the CMM number is), while the possibility of substituting an option is excluded. In case of incorrect filling title page KIM's work is recognized by the commission as invalid, therefore, special attention is paid to instructions before the start of the exam.
Tightenings and innovations in final tests
IN recent times due to the increased frequency of violations of the testing procedure, the conditions were somewhat toughened. One of the latest innovations was the online broadcast of the exam, and this applies to both the GIA and the Unified State Exam. It is strictly forbidden to use mobile phones and other technical means during the exam; for any violation, the student may be removed without the right to further take final tests. Small indulgences are allowed in relation to ninth graders, however, for those who graduate from 11th grade, they are completely excluded. Each exam, depending on the discipline, is given a strictly defined amount of time, after which the work is handed over, taken into account and sent for further verification. The announcement of the results is made after ten working days from the calendar date of the GIA or USE. There is also an appeal procedure that can take place if a student disagrees with the final results of a student's exam.
Decide your own destiny
In summary, we can say that the most important part of a person's life is learning. Its different stages make it possible to identify certain inclinations and preferences in different people... It already depends on them how to develop these abilities and put them in their service, and the final certification allows you to avoid annoying mistakes in training specialists and mobilize a person to achieve the set goals. The main logic of any exam is the maximum possible analysis of knowledge in order to correct it.
We have analyzed in sufficient detail the tasks that make up KIMA, what it is, the procedure and requirements of the exam. Now you can understand that the final certification is the most important stage in the life of every young person.
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Evaluation tools Is a set of materials, measuring instruments, descriptions of assessment forms and procedures that are used to measure and assess the level of formation of educational results.
Control and measuring materials (CMM) - a variety of evaluation tools aimed at two main processes: control and dimension .
CMM objectives
- The possibility of qualified " feedback"Regarding educational achievement and spaces of students.
- Increasing the transparency and objectivity of monitoring and evaluation procedures.
- "Evidence-based" achievement of the declared educational results.
Basic requirements for CMM
- Validity (suitability) - the quality of the CMM, reflecting the ability to obtain a result that meets the goal.
- Reliability is the quality of CMM, reflecting the ability in all similar cases to obtain similar results and a measure of confidence in the assessment obtained.
- Consistency is the quality of CMM, which presupposes the selection of ordered content elements interconnected by a certain hierarchy overall structure educational outcomes.
- Significance - Evaluation materials should include the most significant content elements that reflect the intended results.
- Objectivity - the quality of assessment procedures, excluding, as far as possible, subjective errors in assessment and measurement; is ensured by the maximum standardization of such procedures.
Methodological recommendations for developers of evaluation tools
Useful links for CMM designers
CMMs of 2 types are being developed for the educational standards of the Higher School of Economics
- tests to check knowledge, abilities and skills (residual knowledge) and the level of competence formation in the main disciplines of the "core" of the direction of training bachelors and masters;
- competence-oriented test tasks (KOTZ) are experimental CMM of a new type, aimed at assessing the formation of competencies themselves and their components.
KOTZ reveal the relationship between the competencies declared in the educational standard, that part of them that is formed and assessed within a specific discipline, and the level of development ( see form KOTZ).
Both the formation and assessment of a specific competence or its components within the discipline can be carried out at each of the declared levels:
- the level of the resource base (knowledge, educational skills and abilities),
- the level of methods of activity (specific mastered methods and tools, methods of activity),
- value-motivational level.
Several levels of competence assessment are assumed:
"Low degree of maturity",
"Baseline maturity" (this is the threshold),
« high degree formation ”(advanced and leadership (for masters) levels).
Required forms for creating CMM
Some statistics
In the project 2011-2013. on the creation of a new generation CMM was attended by:
- 159 lecturers of the Higher School of Economics (including those from the St. Petersburg and Nizhny Novgorod branches of the Higher School of Economics);
- 39 experts (including from the St. Petersburg branch of the National Research University Higher School of Economics, the Institute of Education, National Research University Higher School of Economics, RANEPA, National Research University "MPEI", Federal State Budgetary Educational Institution of Higher Professional Education "GUU", NUST "MISiS", Moscow State Pedagogical University named after I. Fedorov). Expert List
According to the results of 2013, the number of CMMs developed for the NRU HSE OS was 98 test variants, in total for 2011-2013. 256 test variants were developed for the KIM project.
The number of certified CMMs is 63 test options. The total number of HSE research and teaching staff who have improved their qualifications under the project "Development of control and measurement materials for educational standard NRU HSE "- 221 people (of which in 2013 - 81 people).
Certified variants of tests in the disciplines of the "core" of the directions of training are available in the LMS (can be used for training procedures for assessment and self-examination).
Certificate of changes in the KIM USE 2019
In KIM for all academic subjects additional instructions-reminders have been introduced for the USE participants to check the recording of answers on forms No. 1 and No. 2 under the corresponding task numbers.
All changes in the KIM USE are not of a fundamental nature. For most subjects, the wording of the tasks is being clarified and the system of assessing the tasks is being improved to increase the differentiating ability of the examination work.
| Subject | Changes in the KIM USE |
| Mathematics Geography Physics Chemistry Informatics and ICT |
No changes |
| Russian language | The number of tasks in the examination paper has been increased from 26 to 27 due to the introduction of a new task (21), which tests the ability to conduct punctuation analysis of the text. Changed the format of tasks 2, 9–12. The range of spelling and punctuation skills tested has been expanded. The difficulty level of individual tasks has been clarified. The wording of task 27 with a detailed answer has been clarified. The criteria for assessing the task 27 have been clarified. |
| Biology | The model of the task in line 2 has been changed (instead of a two-point task with multiple choice, a one-point task for working with a table is proposed). Maximum primary score for completing all work decreased from 59 to 58. |
| Foreign languages | The criteria for evaluating the performance of task 40 of the "Letter" section in the written part of the exam, as well as the wording of task 40, in which the exam participant is offered a choice of two topics of a detailed written statement with elements of reasoning "My opinion", have been clarified. |
| Literature | The criteria for assessing the performance of tasks with a detailed answer have been clarified: corrections have been made in the assessment of tasks 8 and 15 (the formulation of criterion 1 with a description of the requirements for an answer for 2 points, the rules for calculating actual errors in criterion 2), tasks 9 and 16 (in criteria 1 and 2 were taken into account possible variants of flaws in the answer), tasks 17.1–17.4 (the calculation of logical errors has been added to criterion 4). |
| Social Studies | The wording has been detailed and the grading system for task 25 has been revised. Maximum score for completing task 25 increased from 3 to 4. The formulations of tasks 28, 29 have been detailed, and their assessment systems have been improved. The maximum primary score for completing all work has been increased from 64 to 65. |
| History | There are no changes in the structure and content of the CMM. In task 21, an additional condition has been added that determines the requirement for filling out the answer. Accordingly, the criteria for assessing task 21 have been supplemented. |
The assessment of the educational achievements of graduates is carried out in a standardized manner in the most homogeneous terms, and using the most homogeneous in content and complexity examination materials. USE tests it is customary to call the control measuring materials (CMM) of the exam. The number of CMM variants used is very large. In each class on the exam, there are practically no two identical options for CMM. Therefore, you should not waste time looking for a twin test. CMM assignments and options examination papers developed by specialists Federal Institute Pedagogical Measurements (FIPI).
Each version of the exam materials of the exam contains several dozen tasks formulated in three special forms.
- Multiple choice questions (type A) – a basic level of... Each of these tasks is accompanied by four equally attractive answers. The USE participant must indicate one, in his opinion, the correct answer from them. In tasks of this type, it is theoretically possible to randomly guess the correct answer. These tasks are considered simple and should not be difficult for the students.
- Short Answer Tasks (Type B), which should be briefly formulated and recorded in the answer form in the form of a word or number. It is almost impossible to guess the correct answer. This type of task is considered difficult and not every student will cope with it.
Checking answers of types A and B is carried out automatically by comparison with a standard or several standards that mean the same thing. For example, the answers “Ivan the Terrible” and “Ivan IV” in the Russian history test are considered the same.
- Tasks with a detailed answer (type C)- offer the USE participant to write down the answer in expanded form. In fact, it is a small written test, which is checked by specially trained experts. Not all students can cope with these tasks, but only those who specifically preparing for the exam and strive to write it for the maximum number of points.