Reference template of test paper analysis report I. Analysis of original score distribution
There are 73 candidates and 72 actual reference students in the class of 2005/kloc-0 majoring in Chinese language and literature in the College of Literature, with an average score of 75 and 95. According to the grade distribution, the highest score is 89 and 5, and the lowest score is 50. There are 30 80-90 students and 24 70-80 students, the most; There are 14 people in paragraphs 60-70, no one above 90, and 4 people below 60. Generally speaking, the scores of this course are distributed reasonably, which can reflect the actual situation of students' learning.
Second, the analysis of the main problems, advantages and typical mistakes
(A) content analysis of test questions
1, the test questions are diverse and the number of questions is appropriate.
The types of test questions are divided into: fill-in-the-blank questions, multiple-choice questions, true-false questions, noun explanations, short-answer questions, essay questions, analysis questions and so on. According to cognitive ability, it is divided into three levels: memory, understanding and application. Pay equal attention to theoretical knowledge and application ability. Fill-in-the-blank questions, noun explanations and short answer questions mainly examine students' mastery of basic concepts and basic theories; This paper focuses on the ability of students to analyze and solve problems by using the theories they have learned. Three analysis questions examine students' language analysis and application ability from different angles.
2. The test questions are moderately difficult.
This examination is based on the examination syllabus, which includes both the test of students' basic knowledge memory and the test of students' analytical ability. The difficulty of the test questions is moderate, and the scores of each grade are roughly: easy 20%, easy 30%, medium 20% and difficult 30%. The test questions pay full attention to the examination of basic language knowledge and language application analysis ability, and also pay attention to the development of students' level. For example, topics such as sememe analysis and ambiguous structure analysis can test the true level of students at all levels and open the class.
3. The design of test questions is more scientific and reasonable.
Generally speaking, the scores of questions at all levels are: recitation accounts for 30%, understanding accounts for 30%, and application accounts for 40%. The proposition covers all chapters, which is not only a comprehensive assessment, but also highlights key points. The proportion of topics in each chapter is: introduction, social function of language, language is a symbol system, accounting for 20%, pronunciation accounting for 15%, Chinese characters accounting for 5%, vocabulary accounting for 15%, grammar accounting for 25%, and language development and language contact accounting for 20%. The test questions are designed reasonably, the expression is clear and standardized, the language is concise and clear, and the test questions are clear and clear; Reference answers and grading standards are accurate and specific. Generally speaking, it meets the test design requirements, and there are no mistakes in knowledge and technology; At the same time, in order to cooperate with students' postgraduate entrance examination, we pay attention to the examination of students' ability to use knowledge, such as spelling ancient poems with international phonetic symbols, which largely meets the needs of students to apply what they have learned.
It can be seen that this set of questions basically meets the required reliability and validity, and can achieve the purpose of examining students' learning situation and various abilities.
(2) Typical error analysis
Judging from the overall situation of the answer sheet, the quality of objective questions is uneven, and some students score higher on the two types of questions: fill-in-the-blank questions and noun explanation, and the overall score rate should be above 80%, which shows the firm degree of mastering basic knowledge; However, many students didn't get high marks on these two questions, such as 10, and some students only got1; Noun explanation 15 points, individual students only get 6 points. The reason is that these students' learning attitude is not serious enough, they don't pay enough attention to the supplementary contents of teachers in class, such as "semantic field" and "self-source words", and they don't take notes, so they lose more points. For multiple-choice questions and true-false questions, students' scoring rate is high, and most students' scoring rate for these two questions is below 20%, which shows that students still have a strong ability to give answers and then make choices or judgments. Analysis questions, some students only remember the main points of the dry column, but they can't explain the problem through appropriate examples. Some students give examples, but they don't analyze them, which shows that students' ability and methods of analyzing problems are lacking. There are still a few students whose spoken and written language is not standardized. Inconsistent sentences often appear, and typos are also common. For example, "semantics" is written as "semantics", "furniture" is written as "furniture" and so on. On the composition questions, students' answers are also uneven, for example, "'combination relationship and aggregation relationship are two basic relationships in the language system. "Please talk about your understanding of this sentence." Many students only explained the relationship between combination and aggregation, and listed some examples that have little or no relationship with the content, without comprehensive analysis of various elements of language. It can be seen that students' ability to analyze and explain problems needs to be further improved.
Three. Opinions or suggestions on teaching work
1. The basic concepts and theories of linguistics should be further clarified in the teaching. Through systematic study, students can accurately grasp the basic knowledge of linguistics, understand the relationship between language and society, the structure of language, the law of language evolution, the nature of characters and their relationship with language.
2. On the basis of mastering the basic theory, focus on cultivating and training students' ability. The first is the ability to analyze problems, and further train students' cognitive ability, comprehensive ability and expression ability through classroom questioning; Secondly, we should further strengthen the combination of theory and practice, pay equal attention to theoretical teaching and practical teaching, cultivate students' ability to explain language facts by using language theory, improve students' language literacy through language practice, and cultivate students' language perception ability and language innovation ability.
3. Further broaden students' knowledge. On the basis of the existing teaching materials, in line with students' postgraduate entrance examination and employment needs, we should supplement knowledge and update the content in a targeted manner; Recommend reference materials to students in time, guide and remind students to pay attention to extracurricular reading study, pay attention to research study, gradually cultivate their interest in academic research, and promote their ability to analyze and solve problems, so as to lay a solid foundation for students to further study other language courses and engage in language and writing work in the future.
Analysis on the Quality of Mathematics Test Paper I. Review of Test Paper
The final exam of liberal arts mathematics this semester is still based on the current national five-year higher vocational public course teaching, and the teaching requirements and review guidance issued by provincial schools can be used as the proposition basis. Through the analysis of marking quality, the passing rate of examination papers reached 54%, with an average score of 54 and 1, which was greatly improved compared with last semester. There are also many students with high scores on the answer sheet, which is inseparable from the joint efforts of teachers and students at all teaching points and the unified teaching guidance and management in the province and schools. In order to further strengthen the teaching management, summarize the teaching experience of each teaching point, and continuously improve the teaching quality, this semester's paper examination quality analysis is sent to each teaching point, hoping that each teaching point will discuss, analyze and summarize the teaching in the form of teaching and research activities to ensure the steady improvement of teaching quality.
Second, the examination proposition analysis 1, the basic idea and proposition principle of the proposition is based on the textbook and teaching requirements, closely following the plane vector in the fifth chapter of the textbook; Chapter VII Spatial Graphics; The eighth chapter focuses on the knowledge points of straight line and quadratic curve, paying attention to the teaching practice in our province and the cognitive law of students, and paying attention to the connection with the follow-up courses. Around the content of each chapter, based on the basic concept, basic operation, basic knowledge and application ability. The overall difficulty of the test paper is moderate. 2. Scoring principle Generally speaking, the scoring principle is broad, strict and moderate. Objective test questions are fill-in-the-blank questions and multiple-choice questions. This part of the questions is unique and the scores are uniform. Avoid scoring mistakes. The scoring principle of subjective questions is to score step by step according to the knowledge points, the basic ideas and key steps of accurate questions, without repeating deduction points, and finally accumulate scores.
Third, the analysis of test paper quality focuses on plane vector, straight line and quadratic line, accounting for about 70% of the total score, spatial graphics accounting for about 30%, and basic knowledge coverage accounting for more than 90%. Fill in the blanks 13 questions, 20 empty questions, 6 multiple-choice questions, 3 big questions and 8 small questions. The capacity of answering questions within two hours is sufficient, and the capacity of knowledge points is also sufficient. Plane vector examines the basic concepts, two representations of vectors, linear operation of vectors, two representations of vector product, the conditions of * * * line and non-zero vector, and the relationship between the perpendicularity of two vectors and the product of two vectors. Test scores account for about 35%. The examination of straight lines and quadratic curves, the relationship between curves and equations, various linear equations and their applications, the application of standard equations and general equations of quadratic curves, the solution of parameters in equations and the determination of geometric characteristics account for about 35%. The key points of spatial graphics are the basic properties of planes, the positional relationship between two straight lines, the positional relationship between two sides, the positional relationship between straight lines and planes, the application of the three perpendicular theorem, the angles formed by straight lines on different planes, and the calculation of the angles and distances formed by straight lines and planes. The calculation of surface area and volume, in order to reduce the burden on students, is not included in the test questions (but the calculation formula of surface area and volume is still needed in review), and the score of this part of the test questions accounts for about 30%. The third chapter focuses on plane vectors, straight lines and conic curves, followed by spatial graphics. Therefore, the priority is clear, which meets the requirements of the syllabus of public courses in higher vocational colleges.
Fourthly, the quality analysis of students' answers.
Fill-in-the-blank questions: 1 to 3 questions examine the linear operation of vectors and the linear operation of coordinates of position vectors, and the correct answer rate is about 85%. Most students missed the arrow when writing the vector, and some students answered the answer (-9,3) in the third question as (9,3) or (-9,3). The unclear symbols reflect that some students have not fully mastered the linear operation of vectors. Questions 4~7 involve solid geometry, mainly investigating the relationship between lines and surfaces and the relationship between surfaces. The correct answer rate is about 70%. Some students are mainly unclear about the concept of space and can't determine the positional relationship between line and surface. Most of them don't know the positional relationship of straight lines in different planes. Question 8~ 13 involves analytic geometry. The undetermined coefficient, linear equation and the distance from point to straight line in curve equation are investigated. The situation is good, and the correct answer rate is about 70%. On the contrary, the wrong answer rate of the question 1 1~ 13 is about 65%, which mainly reflects that students are confused about the standard equations of various conics and can't grasp the position of geometric features well, especially the geometric properties of conics. Multiple choice questions: the average score of students is 12- 18, and more than 80% choose the right question 1. Students have a good grasp of axioms and inferences in the basic properties of plane. The second question is about 70% correct. Students have a good grasp of the relationship between the perpendicularity of two vectors and the product of two vectors. The most wrong answers are questions 4 and 6, followed by question 5. In the fifth question, most students chose (a) or (b) wrong, which shows that students are not familiar with the formula for calculating the center and radius of the general circle equation, and at the same time they can't master the method of matching to convert the general equation of a circle into the standard equation of a circle to calculate the center and radius. Especially in question 4, parallel coordinate axis, 33% of the students chose (b) or didn't choose (blank) for coordinate transformation, which shows that many students are not clear about the new concept of coordinate transformation caused by coordinate axis translation and the new and old coordinate concepts. Question 6: Many students chose (b) incorrectly, which reflects that students are confused about the conditions of parallel vectors and vertical vectors, and they are not clear about the judgment conditions of the equality of the two vectors, so such mistakes will occur.
The third question: (1) is to investigate the angle formed by straight lines on different planes and the calculation of the diagonal of a cuboid. About 80% of the students can find the angle formed by a non-planar straight line a 1c 1 and bc, but 30%~40% of the students are not used to using arc tangent function to represent the angle, but using arc cosine function to represent the angle, which should be paid attention to in teaching. Students who calculate the diagonal length of a cuboid is only 20% will use a simple method: the square of the diagonal of a cuboid is equal to the sum of the squares of its length, width and height. The rest of the students have complicated calculations. (2) The problem is to test and prove the three-point * * * line. About 80% students use different methods to prove that "in a three-point connection, the sum of two lines is equal to the third line, and it is proved by analytic method, vector method and comprehensive knowledge of plane geometry and analytic geometry", which reflects that various teaching points have given various proof methods and ideas on this issue, which is worth popularizing. Question (3) examines the expression of choosing vector product according to different known conditions. The fourth question: 1 mainly investigates the trajectory equation of the moving point. Students have two solutions, one is to satisfy the definition of ellipse according to the trajectory, and the other is to solve the trajectory equation according to the four steps, but there are many mistakes in the solution. The fifth question: 1 is to examine the standard equation and asymptote equation of a given hyperbola, but many students confuse the parameters A and B in the hyperbola with the parameters A, B and C in the circle. They can't master asymptote equation well, and they can't write asymptote equation according to the position of asymptote. The second question mainly examines the method of proving that a quadrilateral is a rectangle by vector method, but many students use analytic geometry to prove it, which is strictly wrong, so we should pay attention to it. Some students are confused in their proofs and their logical reasoning is not strict. In the rectangular proof, they use "vertical proof vertical". The knowledge of vector is not firm, and the difference order is wrong when calculating vector coordinates, which leads to calculation errors.
Question 6: This question is entitled Solid Geometry. The main knowledge points are the vertical nature of two planes and the angle formed by a straight line and a plane. Results Nearly 60% of the students got full marks. This kind of students have mastered the knowledge points of examination, have a clear idea of solving problems, and can quickly prove that Δ Δ ABC and Δ Δ BDC are right triangles by using the perpendicular nature of two planes. After finding bc and cd, they can use trigonometric function to calculate the angle between cd and plane. Some students have a flexible idea to construct a triangle, connect ad with a right angle Δ Δ Abd, find ad in this triangle, find cd in a right angle Δ Δ DAC, and finally find the angle between dc and the plane in a right angle Δ Δ DBC, that is, ∠dcb. In 20% of the students' wrong answers, the reason is that they can't find the right angle, and the right angle is counted as the hypotenuse, which leads to the wrong answer. Nearly 20% of the students have a poor concept of space and are blank. Some people think that ab and cd are on the same plane and intersect, and solve this problem completely according to the knowledge of plane geometry. If we use the knowledge of congruent triangles and similar triangles to solve this problem, this is the main manifestation that there is no concept of space at all. V. Suggestions for future teaching based on the information feedback from the examination Through the comprehensive analysis of the above-mentioned examination proposition, examination paper quality, answer sheet quality and basic situation, it is very necessary to implement unified proposition, unified examination and unified marking. It is also necessary to inform the teaching points of the test results so as to exchange information, learn from each other, learn from each other's strengths, strive to improve teaching methods, and analyze and explore the teaching rules of five-year junior high school junior college education (higher vocational education). Especially through the analysis of candidates' answers, all teaching points should carry out teaching and research activities, analyze the weak links in teaching, and take targeted measures to continuously improve teaching quality.
Analysis Report on the Mid-term Examination Paper of Grade Eight Mathematics I. Basic Situation
The full volume of ***26 questions has a high coverage of the first-level knowledge points and the second-level knowledge points. The presentation methods of the questions are diversified, and the subjective questions are rich: open questions, inquiry questions, application questions, operation questions, information analysis questions and so on. Taking a certain proportion of scores, the proportion of question types is basically appropriate, the distribution of scores of all knowledge points is reasonable and appropriate, and the overall difficulty and difficulty structure are reasonable, which is in line with the actual situation of students. The average score of our school is 79 and 9, the excellent rate is 47 and 9%, and the passing rate is 90%. Among them, the results of Grade Two (1) class are as follows:
Job title123456789101213 The scoring rate is 98%98%92, 5% 80% 93% 89% 92% 96% 96% 8/.
Second, the examinee's answer analysis
Fill-in-the-blank questions (1-1) and multiple-choice questions (12-20) are basic questions, which mainly examine students' understanding and application of basic concepts, basic skills and basic methods of eighth grade mathematics.
Judging from the statistics of candidates' answers, the score rate of most candidates with minor questions is generally high. Some questions involve basic knowledge, but the background is novel, which requires candidates to have certain "learning" ability. The test results show that quite a few students lack the ability to answer such questions. For example: question19,20. Question 7: Students often discuss incompletely and only answer one situation, which leads to the loss of 1 point, so there are not many candidates who can get full marks in the fill-in-the-blank questions.
Problem 2 1 is a basic radical operation problem. Although it involves simplifying radicals, the situation is simple, but it is still basic. Question 22 is based on the square grid, setting up the basic drawing method, and examining students' understanding of graphics and transformation, parallelism and verticality in the operation and thinking activities of graphics, which embodies the learning concept of "hands-on practice and independent exploration" advocated by Curriculum Standards. The difficulty of each of the 23 questions is clearly progressive, which can guide students to think deeply step by step. Questions 24 and 26 require candidates to have a certain understanding ability because of the application background. In the process of solving this series of problems, students can show their ability to engage in mathematical activities such as observation, mathematical expression, guess and proof, so this question also examines the process objectives well. The content of question 25 is to establish an appropriate mathematical model to solve practical problems according to the quantitative relationship in specific problems, which embodies important mathematical thinking methods such as the classification and combination of numbers and shapes, has rich connotations and requires high ability to analyze and solve problems. It can be said that openness and inquiry are the highlights of this paper.
Third, the examination paper embodies the curriculum concept and scientific characteristics.
Mathematics examination paper presents many new ideas, attaches importance to the educational value of examination questions, embodies the concept of new curriculum reform, not only embodies the basic characteristics of mathematics, but also creates space and opportunities for students to flexibly and comprehensively use basic knowledge and skills and explore thinking.
(1) Based on the development of students, pay attention to the examination of the core content of mathematics.
Based on this, the content of the examination paper of Mathematics Curriculum Standard not only pays attention to the examination of the core content, basic ability and basic thinking method of mathematics, but also pays attention to the achievement of curriculum objectives such as mathematical thinking and problem solving. Focus on students' understanding of computing and space concepts, and examine students' basic literacy and ability. The number of questions is moderate.
(2) Pay attention to the examination of problem-solving ability of applied mathematics and the educational significance of test questions.
The test questions focus on whether students have the mathematical application ability to look at the real world from a mathematical perspective, whether they have the mathematical modeling ability to transform practical problems into mathematical models, and whether they can express their problem-solving process in rigorous, standardized and complete mathematical language.
(3) Pay attention to the openness and inquiry of test questions and highlight the examination of mathematical thinking process.
Questions 7 and 25 in this paper are open questions, while questions 23, 24 and 26 are inquiry questions. Among them, 23 questions are relatively simple in form and content, involving mathematical knowledge such as square, congruence and vertical. But different candidates will give different answers. Judging from the candidates' answers, most candidates can successfully complete it.
Fourth, comprehensive impression.
In the 2005-2006 school year, the examination paper of the eighth grade mathematics midterm exam generally reflected the new evaluation concept. We attach importance to the evaluation of the results and process of students' learning mathematical knowledge and skills, and also attach importance to the evaluation of students' development in mathematical thinking ability, calculation ability and problem-solving ability. Highlight the understanding and application of mathematical thinking methods; Pay attention to the connection between mathematics and reality; Pay attention to the ability to obtain mathematical information and the consciousness of "using mathematics and doing mathematics"; Pay attention to personalized evaluation; At the same time, we also pay attention to the educational value of the test questions. In particular, paying attention to geometry writing and increasing the amount of calculation have played a very good guiding role in our future teaching. However, if there are no repeated questions such as 1 and 2, 23, 24 and 26 in the test paper, the test paper will be more perfect with less knowledge of triangle congruence and more knowledge of quadrilateral.
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