Implementation scheme of academic level examination for ordinary high schools in Hunan Province

(Trial) According to the requirements of "Guiding Opinions of the Ministry of Education on Deepening the Reform of College Entrance Examination System in New Curriculum Provinces of Ordinary Senior High Schools" (J [2008] No.4), combined with the reality of our province, the following implementation plans are put forward for the academic level examination of ordinary senior high schools: 1. The guiding ideology promotes schools to fully implement the Party's educational policy, fully implement quality education and fully implement the new curriculum plan of ordinary senior high schools. Second, the nature and role of the academic level test The academic level test is a standard test for all ordinary high school students. The academic level examination shall be organized and implemented by the provincial education administrative department according to the unified requirements of the national education administrative department. Its main function is to (1) evaluate the all-round development of all ordinary senior high school students in morality, intelligence, physique and aesthetics. (two) to evaluate the understanding, mastery and implementation of the education and training objectives and curriculum standards of ordinary senior high school teachers, and to improve the quality of subject teaching for all students. (3) Evaluate and implement the Party's educational policy, promote the all-round development of students, strengthen the construction of teachers, improve the overall quality of teachers, strengthen the reform of education and teaching, improve the efficiency of classroom teaching, fully implement the requirements of curriculum reform, implement the curriculum plan, face all students, and fully guarantee every student's equal right to receive education. (4) Guide the society and families to pay attention to the all-round development of students and form a correct view of quality and talent. Three. Organization and management (1) People's governments at all levels set up a leading group for the coordination of academic proficiency examinations, headed by the person in charge of education of the government, with the departments of education, finance, prices, public security, supervision, security, electricity, transportation and health as member units. Under the overall arrangement of the coordination leading group, all member units are responsible for matters related to the academic proficiency test according to their respective functions. The office of the Provincial Academic Level Examination Coordination Leading Group is located in the Provincial Department of Education. (II) Education administrative departments at all levels should set up a leading group for the academic proficiency test, headed by the principal responsible person of the education administrative department, with the functional departments of basic education, financial construction, sports, health and art, supervision and office as members, responsible for the decision-making and coordination of the academic proficiency test business. (three) the education administrative departments at all levels shall set up the academic level examination office, equipped with corresponding full-time personnel, responsible for the daily affairs of the academic level examination. The Office of Academic Level Examination is under the centralized management of the Department of Basic Education. (4) The education administrative departments at the provincial and municipal levels shall set up an expert committee for the academic level examination, which shall be specifically responsible for the research, proposition guidance, marking guidance, examination paper evaluation and evaluation supervision of the academic level examination. (five) the provincial education administrative department to develop and publish the "Hunan Province ordinary high school level examination work rules", the specific provisions of the relevant examination matters. (six) the education administrative departments at all levels set up special funds for the academic level examination, which are mainly used for the daily management and basic work funds of the academic level examination. In accordance with the provisions of relevant documents, students are charged the academic level examination fee, which is specially used for the academic level examination. The finance of the people's governments at all levels shall give appropriate subsidies to the academic proficiency test to ensure the normal operation of the academic proficiency test. Four. Exam objects, subjects and methods (1) Exam objects: students in ordinary high schools in our province. (II) Examination subjects and methods The academic level examination covers all subjects in the eight learning areas of the ordinary high school curriculum and is a complete system for evaluating the education and teaching of schools, teachers and students. The academic proficiency test consists of two parts: examination and examination. 1. Some examination subjects are Chinese, mathematics, foreign languages, physics, chemistry, biology, ideology and politics, historical geography, and the examination method is written. (1) The provincial unified examination (including make-up examination) is a comprehensive examination after the completion of the compulsory credit module of the examination subject, which is conducted by unified proposition, unified paper generation, unified marking, unified examination time and closed-book examination throughout the province. (2) Module Credit Examination Module Credit Examination is the usual single examination after the study of the examination subject module, and the school organizes the proposition and examination according to the teaching content of the module. Subject teachers put forward preliminary opinions on credit recognition according to students' scores in the modular credit examination (scores in the single subject examination combining physics, chemistry and biology) and the learning process, and the school credit recognition committee will review and make a conclusion. 2. The examination part includes eleven subjects such as information technology, general technology, music, physical education, fine arts, research-based learning activities, social practice, community service, physical experiment operation, chemical experiment operation and biological experiment operation. The examination method is determined according to the characteristics of the subject, and the provincial education administrative department uniformly formulates the examination subject guidance outline. (1) Comprehensive examination The comprehensive examination subjects are all except research study, social practice and community service. It is a comprehensive test after the teaching of compulsory credit module, which is organized by the city and state, organized and implemented by the school, and assessed by each student. (2) Single-subject examination The single-subject examination subjects include all the examination subjects, which are tested in stages according to the teaching content of the module, and are conducted after the teaching of a single module (topic or theme). The school organizes the proposition, implements the examination, and takes the examination once in each module. According to students' individual test scores (physics, chemistry, biology module credit test scores) and the learning process, teachers put forward preliminary opinions on credit recognition, and the school credit recognition Committee conducts audit, makes recognition conclusions, and counts the original scores of test scores. V. Examination Time (1) The time for the provincial-level unified examination is at the end of the second semester of Senior Two, and the specific time is scheduled for June 10- 12 (after the college entrance examination) every year. (2) The examination time of comprehensive examination subjects shall be arranged by the city and state in a unified way, and the specific implementation of the school shall be arranged in principle at the beginning of the second phase of three years. (3) The time of module credit examination and individual examination shall be arranged by the school according to the actual teaching. (four) the provincial unified examination subjects make-up time is scheduled to be held at the beginning of the three-year period; Comprehensive examination subjects can be retaken twice on the spot; Module credit examination and individual examination make-up methods are determined by the school, in principle, not less than twice. Identification of intransitive verbs' grades, examination time, scores and grading methods (1) Identification of grades 1. The results of the academic level test are recognized. There are two kinds of academic level test results: formal test results and make-up test results. The official exam results are the results of taking the academic level exam for the first time, and each student can only get the official exam results once; Make-up exam results are the exam results of subjects that failed the formal exam. 2. Recognition of students' grades after changing their school status (1), and recognition of students' grades after taking the formal examination, students who have been re-read or suspended from school are deemed to have valid grades, and they are not allowed to take the next students' academic level examination; Students who repeat or drop out of school before the academic proficiency test take part in the academic proficiency test for students who repeat or repeat, and their test results are regarded as official test results. (2) The formal examination results and make-up examination results of students transferred from other provinces are valid, and the students transferred from other provinces to our province will be confirmed by the results of the provincial education administrative department after taking the academic level examination, which is only valid when issuing the ordinary high school diploma. (3) The results of special candidates are determined. Students who only take part in some subject examinations due to irresistible reasons will be regarded as formal examination results if their reference subject results are valid. Those who do not refer to the subjects can take the make-up exam of this year's students, and the exam results are determined according to the official exam results. Such candidates are applied by the school, recognized by the relevant departments, audited by the county-level education administrative department, approved by the municipal education administrative department, and reported to the provincial education administrative department for the record. (2) The examination time and score are 1, the examination time of Chinese, mathematics and foreign languages in the provincial unified examination subjects is 1.20, and all other subjects are 90, with full marks of 1.00. 2. The examination subject time is reasonably determined according to the characteristics of the examination subjects. The comprehensive examination is determined by the city and state, and the individual examination is determined by the school. The examination subjects are graded with a percentage system. 3. The hours and scores of the module credit examination shall be determined by the school. (3) Scoring method 1. The results of the formal examination of the provincial unified examination are scored according to the original points, and the results of the make-up examination are only recorded as passing and failing. 2. The total score of examination subjects consists of two parts: comprehensive examination and individual examination (research study, social practice and community service are subject to individual examination results), and the weights are all 0.5. The formal test scores of the test subjects are scored according to the original points, and the make-up test scores are only recorded as qualified and unqualified. Passing subjects are converted into the total score of examination subjects according to 60 points, and failing subjects are converted into the total score of examination subjects according to actual scores. 3. The scoring method of the module credit examination is determined by the school. Seven. Proposition work (1) Proposition basis 1. Training objectives of ordinary senior high school education. The academic proficiency test makes a basic judgment on the degree to which students reach the training goal of ordinary high school education. Each discipline should fully understand and accurately grasp the requirements of the training objectives of ordinary high school education for this discipline when formulating the Examination Outline and the Examination Guidance Outline (hereinafter referred to as the Examination Outline) and propositions, and make a clear statement on the main areas and specific objectives of this discipline to achieve the training objectives of ordinary high school education. 2. Curriculum standards. The academic proficiency test makes a basic judgment on the degree of realization of the subject curriculum standards. Each discipline should fully understand and accurately grasp the course objectives, characteristics, contents and methods of the discipline when formulating the examination syllabus and propositions, and make a clear explanation. 3. "Examination Outline". According to the training objectives of ordinary high school education and subject curriculum standards, the syllabus clearly stipulates the examination objectives, proposition principles, examination contents, examination methods, examination hours and examination questions of this subject. 4. Teaching practice in ordinary high schools. When formulating and proposing the syllabus, we should fully consider the actual situation of teaching implementation, student foundation, textbook selection and curriculum resources in ordinary high schools in our province. (2) Proposition principle 1, scientific-the test questions conform to the nature, characteristics and requirements of the academic proficiency test, to the students' cognitive level, cognitive rules and development requirements, to ensure correct knowledge and opinions, standardized language expression, and healthy situational materials. 2. Objectivity-The test questions are representative and cover a wide range, which fully reflects the main contents and basic requirements of the subject and is conducive to students' creative thinking. The difficulty of the test questions is appropriate, the difficulty coefficient is 0.8 ~ 0.85, to prevent digression and strange questions, and the ratio of subjective questions to objective questions is appropriate. The content of the test paper is highly valid and can objectively evaluate the learning effect of students. 3. Foundation —— Pay attention to the implementation of three-dimensional curriculum objectives and students' ability to master classical knowledge and analyze and solve problems. Examination objectives include memorization, comprehension, simple application and comprehensive application. Generally speaking, the proportion of questions with different ability levels in the written test is: memory accounts for 30%, understanding accounts for 20%, simple application accounts for 40%, and comprehensive application accounts for 10%. 4. Fairness-a proposition for all students. The content of the test questions should avoid the influence of objective factors and ensure that there are no differences in economic, cultural, urban and rural, ethnic and gender backgrounds. 5. Friendly-the design of roll paper should fully reflect the purpose of serving candidates, and the design of roll paper should be standardized, with warm tips at the beginning, end and page change, giving candidates humanistic care. (3) Proposition procedure The basic procedure of proposition includes determining propositional personnel, formulating proposition scheme, compiling two-way list, compiling examination questions, editing examination papers and examining questions. (4) Quality of proposition, reliability evaluation of examination subjects and analysis of teaching quality 1. After the provincial academic level examination, the paper quality was qualitatively and quantitatively analyzed by combining expert group marking and online marking. (1) qualitative analysis. It mainly includes: ① analyzing the content, material selection, topic structure and writing technology of the test paper, and evaluating the consistency between the test paper and the proposition basis such as training objectives, curriculum standards, teaching syllabus and high school teaching practice. (2) Evaluate the consistency of the test questions with the proposition plan and the two-way list. ③ Analyze the scientificity, objectivity, foundation, fairness and friendliness of the test paper. (2) Quantitative analysis. It mainly includes: analyzing the average score, standard deviation, coefficient of difference and distribution pattern of test scores, and evaluating the difficulty, reliability, validity and discrimination of test papers. 2. Reliability evaluation of test subjects The reliability evaluation of test subjects in provincial demonstration high schools is the responsibility of the education departments of provinces, cities (prefectures) and counties (cities, districts), and other high schools are the responsibility of the education administrative departments of cities (prefectures) and counties (cities, districts). 3. Comprehensive qualitative and quantitative analysis of teaching quality to comprehensively evaluate the teaching situation of ordinary high schools in the province and form an evaluation report. Eight, the application of results (a) student graduation standards. After the implementation of the academic level examination, the graduation criteria of ordinary senior high school students in our province are: qualified in comprehensive quality evaluation, completed 144 credits (including compulsory course 1 16 credits and elective course 28 credits), qualified in all subjects in the provincial unified examination of academic level (above 60 points) and qualified in all subjects in the examination (above 60 points). Where ordinary high school students in our province meet the above graduation standards, they shall be audited by the education administrative department of the province, city (state) and county (city, district), and the school shall issue the graduation certificate of ordinary high school. Where ordinary high school students in our province have not reached the graduation standard because of their academic proficiency test and examination subjects, but have completed the prescribed length of schooling, the school will issue a certificate of completion to ordinary high schools, and their academic proficiency test and qualified subjects will be valid for three years, and they only need to take the make-up test of failed subjects, and then issue a diploma after passing the examination. Ordinary high school graduation (graduation) certificate by the provincial education administrative department unified style, unified producer. The provincial education administrative department shall establish an information network for senior high school graduates. (2) The basis of school evaluation. Comprehensive evaluation of school education and teaching is made through the qualification rate, average score, excellent rate, difference coefficient, difference comparison, examination subject score and reliability evaluation of examination subjects. (3) the basis for admission to colleges and universities. 1. Provide students' comprehensive quality evaluation results, academic level examination and examination subject scores in student files for reference when enrolling students in colleges and universities. 2, the provincial unified examination subjects formal examination results gradually according to a certain proportion of conversion included in the total score of the college entrance examination. 3. The official test scores of the academic proficiency test are used appropriately when students who enter colleges and universities without examination in our province are admitted. The application of academic level examination results in college admission shall be based on the admission documents of the year. Nine. The job requires that the establishment of the academic level examination system involves a wide range, with high social concern and a very arduous task. People's governments at all levels, relevant departments and schools must, with a high sense of political responsibility, proceed from the overall situation of education, fully understand the significance of implementing the academic proficiency examination system, make careful arrangements, make overall arrangements, and put all the measures of the examination work in place in a down-to-earth manner. (1) Raise awareness and strengthen leadership. All localities should attach great importance to the academic proficiency test, earnestly strengthen leadership, implement the organization, clarify specific responsibilities, coordinate and organize relevant functional departments under the overall arrangement of the academic proficiency test coordination leading group, and do a good job in corresponding management to ensure the smooth implementation of the academic proficiency test. (2) Establish rules and regulations and improve the mechanism. Education administrative departments at all levels and ordinary high schools should establish and improve various rules and regulations according to the requirements of the academic proficiency test. The Provincial Department of Education is responsible for formulating the examination work rules of the academic level examination. City and county education administrative departments and schools should formulate relevant supporting systems and practical implementation measures in a timely manner, carefully organize all kinds of personnel training, effectively standardize the examination style and discipline, and gradually improve the academic level examination mechanism. (3) Pay attention to research and sum up carefully. Education administrative departments and teaching and research departments at all levels should conduct in-depth investigation and study, constantly explore the scientificity of examination propositions, the rigor of group examination, the fairness of marking papers and the credibility of application of examination results, conscientiously sum up successful experiences, actively reflect on them, and promptly correct problems existing in examination work. (4) Strengthen publicity and public opinion guidance. The academic proficiency test for ordinary senior high schools is a requirement put forward by the Ministry of Education for the provinces with new curriculum reform in senior high schools, and it is an important measure to promote the reform of college enrollment system and establish an evaluation system for teaching quality in ordinary senior high schools. All localities should strengthen public opinion propaganda, formulate feasible publicity programs, make use of various media, create good public opinion propaganda for the academic level examination, correctly guide the society and families to pay attention to the all-round development of students, form a correct view of quality and talents, and ensure the smooth progress of the new curriculum in senior high schools. [ 1]