Test paper analysis is widely used. Generally speaking, it mainly includes: reflecting the examination situation and analyzing the problems existing in students' study; Summarize the answer sheet and feedback the quality information of the test paper.
As a way of examination evaluation, examination paper analysis has its own characteristics, mainly as follows:
First, we should reflect on the examination situation in detail. No matter what kind of test paper is analyzed, it is inseparable from some specific conditions of the test, such as the number of people taking the test, the proposition, the answer sheet, the average score, the proportion of people in each score, the universality and pertinence reflected by the answer sheet, and the problems existing in each teaching link can be seen from this. These contents must be presented in detail in the analysis of test papers in order to make further comprehensive analysis on this basis.
Second, we should make a scientific analysis of the problems reflected. Test paper analysis. The emphasis is on the word "analysis". It is not enough to list some situations or statistics. Analysis is to analyze, explore and study the regular things from the specific materials reflected in the answer sheet, sum up the successful experience in teaching and find out the lessons of failure, so as to carry forward the achievements, overcome the shortcomings and improve the teaching quality again.
One step away. Therefore, the analysis should pay special attention to science and carefully identify the problems reflected in the examination, which are individual, accidental and non-essential phenomena and which are universal, inevitable and essential phenomena. At the same time, we should take the teaching plan and syllabus as the standard and basis, and we should not be divorced from the training objectives of the teaching plan and the requirements stipulated in the syllabus.
Third, we should put forward feasible suggestions. When writing examination paper analysis, we should put forward opinions and suggestions on correcting teaching and examination in the future on the basis of analysis. When putting forward opinions and suggestions, we should proceed from reality and consider the feasibility of opinions. In other words, it can be achieved through hard work under realistic conditions, rather than a subjective imagination. The fundamental purpose of test paper analysis is to find out something with regularity through analysis, so as to promote or improve the future.
Teaching, so it is very necessary to put forward feasible suggestions.
Test paper analysis can be divided into thematic analysis and comprehensive analysis. The former is an analysis of a special topic such as proposition and students' ability training, while the comprehensive analysis is an analysis of all aspects reflected in the test paper one by one.
Writing of test paper analysis
The writing of test paper analysis generally consists of title, text and signature.
1. Title
It can be divided into official titles and article titles.
The title of the official document consists of examination scope, year, examination subject and language. Such as (Changsha 1994 physics examination paper analysis >; Analysis of the examination paper of "Advanced Mathematics" in Grade 87 for non-mathematics majors. Some test paper analysis topics only list subjects and languages, such as
Article titles can be divided into single-line titles and positive and negative titles. Single-line titles are the same as general articles, such as (essays on college entrance examination). The positive subtitle method reveals the main idea of this test paper analysis. The subtitle is realistic and shows the object of test paper analysis. For example, (we should strengthen the cultivation and training of students' writing ability-analysis of the 88-level economic practical writing test paper) "lay a solid foundation and strengthen application-today"
Analysis of physics examination papers in senior high school in.
2. Text
The main body consists of preface, main body and conclusion. The preface briefly describes the general situation and overall evaluation of the exam and the paper. The general situation includes the course name, examination time, number of participants, average score, and the proportion of people in each score. The overall evaluation is the basic evaluation of this exam.
Theme. The text makes a concrete analysis of the examination situation. If it is a comprehensive analysis report, there are many specific analysis contents, which usually involve: proposition, teaching, student learning, textbook compilation, outline completion and so on. However, we should also grasp it according to the actual situation. We don't need to analyze everything one by one. We just need to carefully dissect one or two outstanding, universal and tendentious questions highlighted in the exam.
Do it. If it is a thematic analysis report, it is often based on the most concentrated key questions in the test paper. Therefore, the warp and weft articles do not analyze all aspects, but elaborate the enlightenment of one aspect in the test paper thoroughly.
In the analysis of the main part, we should pay attention to organizing materials with viewpoints to avoid material accumulation and drowning viewpoints.
Conclusion. Conclusion You can write opinions or suggestions on future teaching work. Or summarize the full text, put forward hope and look forward to the future.
Some papers don't specifically write preface and conclusion, but come straight to the point. For example, the analysis of college entrance examination papers involves a wide range. We usually don't simply describe the general situation and introduce the number of candidates and the number of people in each section, but directly analyze the papers.
sign
Indicate the author's name and writing time. Some put the author under the title. Our marking group sampled and analyzed nearly 1500 test papers from 680 14 test papers in Shandong province, and invited some college teachers, middle school teachers and teaching researchers to have a discussion, and discussed the college entrance examination questions and students' answers.
The analysis of test questions and answer sheets and suggestions for future teaching are as follows.
A, test analysis (omitted-cited)
Second, the answer sheet analysis
1. Overview
The statistical results of sample analysis 1500 questionnaires are shown in the following table:
The score distribution curve in the above table is as follows (omitted).
These data are counted by computer.
The average score of the whole province: 64.68,
The pass rate of the whole province: 67.56%
From the above statistical results, it can be considered that the difficulty of the test questions is more appropriate. In addition, the scope of the test questions basically includes the contents of textbooks, and there are also a few flexible questions with greater difficulty. This is not only in line with the reality of students, but also in line with the requirements of college entrance examination selection.
2. Score analysis of each question
The first question (including 7 small questions. * * * 2 1 min):
Not many people get full marks on this question. The main points are (6) and (7), accounting for about 0%. It can be seen that these two small questions mainly involve the power calculation and energy conversion of free electron directional drift motion and continuous fluid directional motion, which are weak points in teaching.
The second question (including 7 small questions, ***2 1 point):
Most candidates can get the correct answers to the first five questions, but about 50% of the candidates are wrong in questions (6) and (7). This reflects students' lack of comprehensive analysis and judgment ability. Item (7), in particular, is not unfamiliar and familiar, but students lack a clear understanding of the whole process of object movement and cannot get the correct answer.
The third question (experimental question, including 3 small questions, *** 14 points):
On the answer sheet of sampling statistics, no one got full marks, only about 50% people got more than 7 points.
Although vernier caliper is the experimental content of senior one, there are still 50% candidates who can't understand it. Measure the resistance value of the resistor with a multimeter. I don't know. 50% of them go to zero first. When correcting and refitting ammeters, a considerable number of candidates have made mistakes in component selection and wiring, so they cannot use ammeters.
This kind of experimental problem still has such serious problems after several years of continuous examination, which should be paid enough attention to!
The fourth question (6 points):
80% students got full marks on this question, which shows that candidates have a good grasp of the law of uniform motion, Newton's law and kinetic energy theorem. Some candidates have confused the symbols of v2-v02=2as and Is= mv2, so please pay attention.
The fifth question (7 points):
According to the statistical results, only 20% of the subjects got full marks, while 60% scored below 3.
For candidates with a score of 3 or less, only the general expression of Boyle's law or the pressure difference of gas in the left and right branches can be given, but the parameters such as pressure and volume of gas in the pipeline can not be correctly expressed, so the correct equation for solving the problem can not be obtained.
This shows that although candidates can memorize the basic equations of gas law, their ability to solve specific problems flexibly is poor. This problem has been manifested in college entrance examinations over the years and should be solved.
The sixth question (including 3 small questions, ***6 points):
More than 60% of the students got less than 4 points on this question, and 1.5% got full marks. Most candidates can basically master the wave process and waveform line, but they can't use it flexibly. For example, the wave velocity propagating to the right will be calculated, while the wave velocity propagating to the left will not be calculated. In addition, when the wave velocity is known, only a few people can master and use it to determine the wave propagation direction from the change of waveform diagram with time. This reflects that the examinee's concept of wave velocity is irrational.
Solution.
Question 7 (12):
About 10% scored below 4, and 60% scored above 1 1. It can be seen that although this question is a high score question, the students can still answer it well.
In addition, a few candidates can regard this problem as a simple pendulum with an angle A between the equilibrium position and the vertical direction, which shows strong analytical ability and deserves attention.
Question 8 (12):
This question is a comprehensive one, involving many basic laws of mechanics and electricity, but there are still 30% candidates who can get full marks. It can be seen that this topic is consistent with the focus of physics teaching in middle schools at present. However, more than 30% of the candidates scored less than 3 points, which should also be taken seriously.
Question 9 (additional questions, l0 points):
Most candidates didn't do this problem. In the sampling statistics, only about 3% of the authors were selected. The highest score is 6, and the rest are below 2.
Judging from the candidates' answers to this question and some of the above questions, we can think that it is necessary to discuss some physical processes in depth so that students (especially excellent students) can have a more comprehensive and profound (qualitative or quantitative) understanding of this physical process (or phenomenon).
Three, a few suggestions (abstract-quote)
According to the results of sampling statistics and analysis, the results of physics college entrance examination in our province are relatively good this year, both the passing rate (62.5438+0%) and the average score (6 1.46) are higher than those in previous years. This shows that the quality of physics teaching in middle schools in our province is constantly improving. However, judging from the problem of the answer sheet, there are still many shortcomings. For example, all senior questions and questions that examine students' flexible use of knowledge generally have a low loss rate.
Tall man. This shows that we still have weak links in cultivating students' ability. In order to further promote physics teaching in middle schools, the following suggestions are put forward.
1. Establish a correct modern teaching concept and strive to liberate from the traditional teaching concept as soon as possible. ...........................
2. Do everything possible to lay a good foundation and cultivate students' ability to use knowledge flexibly. ...................................
3. Further strengthen experimental teaching, and comprehensively improve students' experimental skills and quality. .....................................