1. The problem set is not reasonable enough. For example, the difficulty of the topic is too high or too low to reflect the real level of students; The coverage of some knowledge points is insufficient, which fails to comprehensively test the students' mastery.
2. Insufficient coverage of knowledge points. Mathematics examination papers should cover important knowledge points in all grades and textbooks, but sometimes there are omissions or deviations, and some basic or common knowledge points may be ignored.
3. The title is vague or wrong. This situation can easily lead to students' misunderstanding of the questions, affect the accuracy of the answers, and dampen students' enthusiasm and self-confidence.
4. The grading standard is not clear enough. If the grading standard is not clear enough, it will make the marking teacher ambiguous when marking, which will lead to unfair grades and may also bring obstacles to the growth and development of students.
In order to solve the above problems, the following rectification measures can be taken:
1. Set the question types reasonably, set the appropriate investigation difficulty and knowledge range according to the actual situation of students, enrich the question types, and make the test paper more comprehensive and targeted.
2. Fully consider the content of the textbook and the needs of students, ensure that the knowledge points covered by the test paper are accurate and comprehensive, and let students truly reflect what they have learned in the exam.
3. Pay attention to the clear and accurate expression of the topic when writing the test paper, so as not to cause unnecessary trouble or misunderstanding to the students.
Formulate clear scoring standards and implement them in marking work to avoid scoring deviation and injustice as much as possible.