A complete test paper analysis report should be composed of several parts, namely, test paper evaluation (proposition evaluation), score statistics and analysis, existing main problems and future teaching improvement measures.

First, the paper evaluation

Examination paper evaluation is also called proposition evaluation.

1. How many types of questions are there in the test paper, what is the proportion of each type of question in the score, and what content is the focus of investigation and accounts for a large score?

2. Proposition coverage analysis. Does the distribution of all kinds of questions in the textbook chapters cover all chapters? Which chapters account for a large proportion of the test paper? Whether the content of the examination is beyond the scope of the curriculum standard and meets the requirements of the curriculum standard. Can the examination of basic knowledge questions and basic skills questions be balanced?

3. Analyze the size and difficulty of the problem. What is the degree of completion of students' examination papers within the specified time? Whether you can finish the content of the test paper within the specified time. Whether the proportion of basic questions, difficult questions and high-level questions (difficult questions) in the test paper is reasonable, and whether there are unbiased and strange questions.

Second, the results of statistics and analysis

Achievement statistics mainly include the following aspects:

1, 1.3 rate statistics.

One point is the average score. What is the average grade of the class? The three rates are pass rate, excellent rate and error rate.

2. Score statistics.

What are the highest and lowest scores? How many people are there in each score?

3. The gain and loss of each question and its reflection in students' grades.

What is the score or correct rate of each question? Whether the students' gains and losses in this type of questions in each fraction are universal.

Third, there are problems.

1. Find problems in teaching through students' test scores.

Judging from the average score, if it is lower than the normal value or there is a big gap between the parallel class and the previous exam, we should reflect on our teaching level and class management.

From the one-third rate, we can objectively see the level of students in the class and the mastery of different students. If there are many poor students, the remedial work is not paid enough attention in teaching. If there are few excellent points, it means that the optimization is not enough at ordinary times.

From the highest score, we can see the comprehensiveness and proposition requirements of our teaching, as well as the gap with other classes. Generally speaking, the development of excellent students in parallel classes is relatively balanced. If there is a big gap between the highest score of this class and other classes (less than 5 points), we should reflect on our knowledge points. Students don't have enough knowledge and there are omissions in teaching.

From the score part, we can see the overall situation of the students in this class and the distribution at all levels. Teachers can check for leaks and fill gaps according to the situation.

2. Students' specific problems can be seen from the surface of the paper. What are the problems in students' study after passing the exam, which are knowledge problems or ability problems? Is it the teacher's problem or the students' problem? Is it a textbook problem or a test paper problem? Is it a question of teaching or learning? Is it a gender problem or a personality problem?

From the neatness of the paper, we can see the students' learning attitude and habits. Teachers should record typical problems. Is it a gender problem or a personality problem? For each question type, we can look at students' problems from the point of gain and loss.

Different types of questions have different diagnostic functions, which can show the misunderstanding of students' thinking.

Of course, the teacher's analysis of problems can't be limited to the problems found in an exam. Teachers should contact students' life and study reality and their performance at home and school, from which they can see more objective conditions of students.

2. Improvement measures

When a problem is found, it is necessary to prescribe the right medicine and work out a feasible improvement plan. The scheme should be targeted, operable and able to solve problems.