Analysis of the trial exam in mathematics (profile level). Analysis of the test exam in mathematics Methodical development (grade 11) on the topic Analysis of the results of trial exam for three months

Analytical certificate On the results of the test exam in mathematics (basic level)

Work form: Testing in the format of the exam

Purpose: Preparation for one state exam mathematics

graduates educational organizations Areas.

Control measuring materials (KIM) ege in mathematics basic level Consisted from one part, including 20 tasks with a brief response. The basic level exam is not a lightweight version of the profile, it is focused on a different goal and another direction of learning mathematics - Mathematics for everyday life and practical activities. Structure and content test work The basic level makes it possible to check the ability to solve standard tasks of practical content, to carry out the simplest calculations, use to solve the tasks learning and reference information, solve, including complex tasks requiring logical reasoning, use the simplest probability and statistical models, orientate in the simplest geometric structures. The work includes tasks of the baseline in all major subject partitions: geometry (planimetry and stereometry), algebra, start of mathematical analysis, probability theory and statistics.

The results of the basic exam in mathematics are issued in the marks on a five-point scale, are not transferred to the stubble scale and do not allow participation in the competition for admission to universities.

Attached in the trial examination of the mathematics of the basic level 10 of students from 13. Absent:

The test results are as follows:

the percentage rate of the tweet was 20%,

the percentage rate "4" and "5" amounted to 40%.

Number of scored points students

Percentage of implementation

Elemental analysis

Designation of task in work	Checked requirements (skills)	Level of difficulty	Percentage of tasks
	Calculations (action with fractions)
	Calculations (action with degrees)
	Simplest text tasks (interest, rounding)
	Transformation of expressions (action with formulas)
	Calculations and transformations (transformations of algebraic, trigonometric, logarithmic expressions)
	The simplest text tasks (rounding with a disadvantage and excess)
	Simplest equations (rational, irrational, indicative)
	Applied geometry (polygons)
	Dimensions and units of measurement
	The beginning of probability theory ( classic definition probability)
	Reading graphs and charts
	Select the optimal option
	Stereometry (polyhedra)
	Analysis of graphs and charts (variable changes rate)
	Planimetry (rectangular triangle: calculation of elements; circle)
	Tasks for stereometry (pyramid, prism)
	Inequalities (numerical axis, numerical intervals, indicative inequalities)
	Analysis of statements
	Numbers and their properties (digital record number)
	Tasks on the mixture

As a result of the execution of the examination work on the mathematics of the baseline
the smallest difficulty caused the following tasks.:

№1 (90%) - the ability to perform calculations and transformations of fractional numbers, multiplication, addition, subtraction of fractions;

No. 6 (80%) - the ability to use acquired knowledge and skills in practical activity and everyday life; Computational errors have been admitted to students, some students do not know how to analyze real numeric data, use the estimate and attitudes in practical calculations;

№9 (90%) - the ability to establish a correspondence between values \u200b\u200band their

possible values;

№11 (80%) - the ability to find the smallest and most values Values \u200b\u200bin
graphics.

No. 14 (60%) - the ability to analyze graphs and diagrams (the rate of change of values). Molted errors show that students have poorly formed skills and skills to "read" a function schedule, also the disciples could not put in accordance with the characteristics of the function and derivative

Students with tasks crucified a little worse:

№ 3 (50%) - the task of the ability to use the acquired knowledge and skills in
practical activity and everyday life, the solution of interest tasks. Each option was considered one task of three types of interest tasks. The complexity caused a task to find a number by its percentage, to find the percentage of two numbers.

№4 (40%) - the ability to calculate the values \u200b\u200bof numerical and letter expressions by carrying out
required substitutions and transformations;

No. 5 (40%) - the ability to perform calculations and transformations: rational expressions, logarithmic expressions, trigonometric expressions. Students successfully coped with finding the meaning of rational expression, there were errors when calculating the logarithmic expression: ignorance of formula, computational errors. Most errors were when the value of the trigonometric expression was. To successfully fulfill the task of the learning, it is necessary to know and apply the main trigonometric formulas of the algebra and began analysis of the 10th grade. However, students allowed errors when applying the formula of bringing, specifically when determining the signs of trigonometric functions in the corresponding coordinate quarter

Number 8 (50%) - the ability to perform actions with geometric figures, solve planimetric tasks for finding geometric values \u200b\u200b(space), solve applied geometric tasks;

No. 10 (50%) - the ability to build and explore the simplest mathematical models. When calculating the likelihood of event, students allowed errors in the presentation ordinary fraci In the form of a decimal. Part of the students do not know the definition of probability. The least performed this task from the first option. Students inattentively read the condition of the task.

№ 16 (40%) -Mament perform actions with geometric shapes, solve problems on stereometry (pyramid, prism). When solving a stereometric problem, students showed that they do not know the formula for calculating the volume of the pyramid. Funny students
the skill is formed to find an angle between the planes.

No. 18 (50%) - the ability to analyze allegations. Missile errors have shown that the students do not know how to solve logical tasks, do not own the methods of logical reasoning leading to the right conclusions. Some students do not know how to use the property of transitivity in cases of formulation of logical conclusions, do not know how to evaluate the logical correctness of reasoning.

№ 19 (40%) -Mament perform calculations and transformation, work with numbers and their properties (digital record number). Students made mistakes in the preparation of a mathematical model by the condition of the text task for the composition of the number. Showed a weak ownership or non-deformation of the ability to record multivalued numbers using discharge terms, inability to explore constructed models using the device
algebras, which led to a very low task performance indicator

Typical errors include the remaining tasks:

Number 2 (20%) - when performing the task of the student it was necessary

demonstrate the knowledge of the properties of the degree with the whole and irrational indicators and the ability to apply them when converting fractional expressions. Of particular difficulty caused this task in the first embodiment, in which it was necessary to calculate degrees with irrational indicators, students made a mistake when subtracting indicators, as a result of which instead decimal fractions It turned out an integer;

No. 7 (30%) - the ability to find the root of the equation, in the examples of students it was proposed to solve three types of equation: fractional-rational, irrational, indicative

№12 (30%) - the ability to build and explore the simplest mathematical models, the choice of the optimal option: the selection of the kit, the choice of three possible options, the choice of the four possible option, students allowed computing errors;

No. 13 (40%) - ability to perform actions with geometric shapes, with polyhedra. Inability to perform actions with geometric shapes,

lack of self-control.

No. 15 (30%) - the ability to perform actions with geometric figures, solve planimetric tasks by themes rectangular triangle: calculation of elements; circle. Students are weakly formed the skill of calculating area
circle. Errors led ignorance of cosine definitions acute corner rectangular triangle, as well as the property of cosine of adjacent angles. For
the calculation was made a significant number of errors.

No. 17 (10% - the ability to solve inequality, to put in accordance with the number on the coordinate direct.

Errors made when performing a task point to the fact that some of the students who performed this work do not know how to solve indicative inequalities (do not take into account the properties of monotony indicative function), make mistakes in the application of the properties of numerical inequalities.

№ 20 (20%) - the ability to build and explore the simplest mathematical models, solve

tasks for the mixture or tasks using formulas. When performing a task, students showed the inability to analyze the real situation proposed in the task. Students do not know the formulas arithmetic progression, Therefore, many computational errors in solving problems 1 and 3 options.

Analysis of errors and results of the implementation of the Regional Trial EGE-2016
the basic level mathematics revealed a number of problems. For their overcoming we consider
necessary to work on errors, disassemble every task of two options
with all students who performed the Basic EGE. Adjust individual work with learning having difficulties in learning mathematics.

Conclusions:

In general, analyzing the results of the examination work of the trial regional
EGE on the mathematics of the baseline, it can be concluded that the student 11 classes are not sufficiently ready to perform the tasks of the baseline at this stage of preparation for the exam.

Continue work on preparation for the exam in mathematics

Be able to perform actions with features (the largest and smallest value of the basic functions: using a derivative and based on the properties of the function).

To be able to solve equations and inequalities (equations, systems of equations: trigonometric, indicative, logarithmic, mixed).

Be able to perform actions with geometric shapes, coordinates and vectors (stereometry: angles and distances in space).

To be able to solve equations and inequalities (inequalities and inequality systems).

To be able to perform actions with geometric figures, coordinates and vectors (planimetric task).

To be able to use acquired knowledge and skills in practical activity and everyday life (interest tasks).

To be able to solve equations and inequalities (equations, inequalities, systems with a parameter).

Be able to build and explore the simplest mathematical models.

Assessment of tasks with a brief answer.

Surname, name

Number of tasks

Lutkov N.S.

Mezentsev R.S.

Nurpisova G.K.

Samokrutov A.N.

The number of valid tasks

% true tasks

From the above table, it can be seen that students experience difficulties when performing tasks No. 12 to find the largest (smallest) values \u200b\u200bof the function, tasks number 7 and 8 ( geometrical meaning The derivative and stereometric task), when solving text tasks (No. 11). 25% solved the textual and 50% task for the geometric meaning of the derivative. 50% of students performed a stereometric task. 25% of students do not experience difficulties in the implementation of the planimetic problem, 100% accurately performed the simplest text task, the simplest equation.

Assessment of tasks with a detailed answer.

	Surname, name								Total points for
	Lutkov N.S.
	Mezentsev R.S.
	Nurpisova G.K.
	Samokrutov A.N.

Analyzing the results of a trial rehearsal exam in mathematics in uniform It can be concluded that 9 graduates of 15, scored 50 points and higher, have not only a basic level of training in mathematics of high school, but also profile. Lutkov Nikolai - 11th grade student did not overcome the minimum threshold of 27 points established by Rosobrnadzor for 2018.

Based on the foregoing, Mathematics teacher recommended:

1. Analyze the results of the tasks of Kim, paying attention to the identified typical errors and their elimination paths.

Analytical certificate based on the results of a trial exam in the Russian language in the form of the USE of 02/13/2017 academic

The purpose of the work:

1. Operating procedure eMEE In the conditions as close as possible to reality, for the residence of the possible difficulties of the organization of the exam.

2. Identify at the school level gaps in the preparation of students to organize the optimal regime repetition of rules in graduation classes.

For the exam, 3 options for kimov were proposed. All options strictly corresponded to the demonstration version of the FII. All students overcame the minimum threshold required for a positive assessment.

Analysis of all parts of work.

Part 1

Analyzing the execution of tasks, it should be noted that the basic level of student training is medium. In general, the skills of performing tasks are worked out. The most successfully performed by students of the task 1, 2, 4, 7, 10, 11, 12, 17, 18, 24, 24. And the least successful - 3, 15, 19. This data is talking about good general level spelling literacy of students, and also indicate gaps in the assimilation of the following language norms:

1. Syntactic norms. Punctuation signs in simple complicated, complex proposals With various types of communication.

2. Lexical standards. Determining the value of the word in the proposal.

The system of tasks of control - measuring materials is correlated with the content of the school course of the Russian language and allows you to check the level of formation of language and linguistic competences. Difficulties in fulfilling the tasks is the absence of collections in children, independence, insecurity in their forces.

Part 2

Part 2 of the examination work determines the actual level of formation of linguistic, linguistic and communicative competencies of students. The difficulties of students cause the definition of the problem of text, their comment, the formulation of the author's position and the argument of their own opinion. Maximum number of points - 24 - no one has achieved. It did not proceed to the execution of part 2 - 1 student.

Total students - 18,

Of them not appeared - 0.

Performance - 100%,

Knowledge quality - 89%,

The results of rehearsal work in the Russian language make it possible to identify that circle of skills and skills, the development of which requires more attention in the process of preparation for the unified state exam in the Russian language.

Particular attention should be paid to sections related to the text understanding, which are often perceived as long as the studied and understood.

For an effective I. successful training The exam is necessary:

1. Plan and consistently implement repetition and systemic generalization educational material,

2. Conduct timely diagnosis of learning quality and organize differentiated individual assistance,

3. To seek a meaningful approach based on the understanding of the Russian language as a system in which all levels of language and units are interconnected, and the need for system knowledge is dictated by the need for practical use of knowledge in oral and written speech,

4. To form language competence, including students in analytical activities, connecting theoretical knowledge with direct experiences of their use in speech practice, strengthening the communicative aspect of learning language,

5. Use active forms of learning, research technologies, as well as modern ways to check students' knowledge contributing to a stronger and meaningful assimilation,

6. Exercise preparation for the exam in accordance with demonstration versionAnnually provided to the FII, to use in the preparation of proven, recommended (FIPI, responsible regional structures) materials; More actively use interactive training opportunities (training programs and trainings on electronic media, training tasks From the open segment of the federal bank test materials, online testing on official educational sites (http://www.fipi.ru; http://www.ege.edu.ru and others).

reference

following the test examination of mathematics

in the 11th grade in the form and esmer materials

In accordance with the work plan of the school on April 22, a trial examination work on mathematics in 11 "A" class in the form and based on the materials of the EGE was held. The work was drawn up in accordance with the demo-approved demossment in November 2010.

The work consisted of 12 tasks with a brief response - tasks of the basic level of complexity and 6 tasks involving a detailed solution - tasks increased level difficulties.

The tasks checked the knowledge obtained by algebra, algebra and origin, geometry for 7-11 classes.

The aim of the work was to diagnose the level of knowledge of students in mathematics at this stage of training for planning the process of preparation for the exam in the remaining time to the state final attestation time.

Total / wrote	"2"	"3"	"four"	"five"	% time	% katch
24 /24
100%	12,5%	62,5	12,5%	12,5%	87,5%

Results of regional diagnostic works:

Results in November:

Results in December:

Results in January:

Results in February:

Results in March:

Results in April

Comparative analysis of the results of the trial exam for three years:

year	5 "2"	"3"	"four"	"five"	% time	% katch	Teacher
2008 - 2010					100%		Tkachenko AB
2009 - 2010							Shchysdchenko N.A.
2010 - 2011	12,5%	62,5	12,5%	12,5%	87,5%		Tkachenko AB

Minimum number of points - 3 points: ________________

I did not cope with any task ___________________

Analysis of the implementation of individual tasks with students of 11 "A" class in April 2011:

	The ability to apply acquired knowledge and skills in practical activity and everyday life (integers, fractions, interest).
	The ability to apply acquired knowledge and skills in practical activity (graphical representation of data)
	Equations (proportion, fractional rational, logarithmic, indicative)
	coordinates and vectors (rectangular triangle)
	The ability to use acquired knowledge and skills in practical activity and everyday life (building a mathematical model)
	Ability to perform actions with geometric shapes, coordinates and vectors. Finding faces of flat figures
	Skill perform calculations and conversion
	The ability to perform actions with functions (applying a derivative to the study of fuchs
	The ability to perform actions with geometric figures, coordinates and vectors (volumes and areas of the surfaces of polyhedra and bodies of rotation)
AT 10 O'CLOCK	The ability to use acquired knowledge and skills in practical activities and everyday life (physics, mechanics, the use of equations and inequalities)
AT 11	Ability to perform actions with functions (finding the greatest, smallest values \u200b\u200bof the function, maximum, minimum)
AT 12	The ability to build and explore the simplest mathematical Models (Tasks for movement, interest, alloys, mixes, work)
	Solve equation, inequality
	Task with parameter

var.

AT 10 O'CLOCK

AT 11

AT 12

ball

oC

Total students

Results in%

The diagram shows that the most successfully 79% of students have completedtask B1. which checked the ability to apply acquired knowledge and skills in practical activity and everyday life (integers, fractions, interest). The level of execution is low; on the diagnostic work 12/21/2010 and 02/11/2011 03/15/2011, 04/26/2011 The level of performing the tasks of this type was 100%; 86%, 95% and 100%, respectively. Analysis showed that students made computational errors. Only ____________ does not understand the meaning of the task. At this stage, this task is still not worked out.

Task B2. school students performed at 73%. The task checked the ability to read graphs and diagrams of real dependencies. The result is worse than in diagnostic work 01/25/2011 and 03/15/2011, 04/26/2011. (The level of performing the tasks of this type, respectively, 83%, 83% and 100%). I did not cope with the task of 3 students in mindfulness when reading the question (___________________) and 1 student - Voronov Vladimir did not understand the task, but the skill of solving the tasks of this type of such type was worked out.

At the same level - 79% students copied withtask B3. . The task checked the ability to solve equations. At the diagnostic work on December 21, 2010, on 03/15/2011, 80% and 96% of students were correctly performed correctly, respectively.

There were 4 types of equations at work:

Type of equation	Performed	Not coped
Proportion	6 students
Fractional rational	9 students	Kuznetsov Artem Mishev Igor Yurchenko Artem
Logarithmic	3 students	Equal Sergey
Indicative	6 students	Kolesnikova Olga Voronov Vladimir.

Task B4. The average level of execution of this task is -58% (in the edge of 62.5%). The task checked the ability to perform actions with geometric figures, coordinates and vectors (triangle). The solution to this problem relies on the knowledge of the properties of an equally chained triangle and the sum of the corners in the triangle; Solution of the rectangular triangle)

As can be seen from the decision, the level of tasks of this type is available for a medium student. However, these guys allow computational errors (_______________________). Low-skimming students even have not come to the task (________________________________)

Task B5. checked the ability to use acquired knowledge and skills in practical activity and everyday life (tabular presentation). At the diagnostic work on November 23, 2010 01/25/2011 03/15/2011 and 03/26/2011. The level of execution of tasks of this type was significantly higher - 60%; 63%; 83; and 68%, respectively. Separate students were mistaken in computing (______________________) or incorrectly made a comparison.

However, a number of students became incorrect mathematical model Tasks (________)

With the task B6. which checked the ability to perform actions with geometric figures, coordinates and vectors coped somewhat better - 54%. These are 13 students, and good and secondary time

Task Type	Performed	Not coped
Coordinates	3 students
Vector	4 students
Square Shaded Figure	9 students
Tangent Angle	3 students
Find the height of the shaded figure	3 students
Trapezium, circle	2 students

Calculations that need to be performed when receiving an answer to this task are simple. If you conduct a system training for solving the tasks of this type in parallel with the repetition of theoretical material, you can get a higher result. Compared to work in March (37%) - the result on the test eg is somewhat higher.

Task B7. checked the ability to transform expressions and find their values. This task correctly performed 54%, which is significantly better than in March on CDR (35% of students). To solve the tasks of this type, it is enough to know and be able to apply some formulas, as well as correctly produce calculations. A sufficiently low percentage of this task is indicated about the computing errors (___________) and insufficient knowledge (________________________________)

Task B8. which checked the ability to perform action with functions (geometric meaning of the derivative) correctly solved 42%

On diagnostic works 21.12.2010, 01/25/2011, 02/15/2011 and 03/15/2011 The tasks on the topic "derivative" were performed at 40%, 58% and 26.5% and 42%, respectively What does the diversity of tasks on this topic. As can be seen from the analysis, the level of tasks of this type is available for an average student, however, these students allow mechanical errors (________________________)

With the task of B9, 17% of students coped with the geometric task. Most guys even have not come to solve the geometrical task. Arushanyan, Kostenko, Kolesnikova allowed computing errors. In March, 32% of students coped to the CDR.

Task in 10. , told the ability to use acquired knowledge and skills in practical activity and everyday life (inequality, physics, mechanics) performed 21% of students. This is well managed students. As can be seen from the analysis, the level of tasks of this type is available for the average student. Compared with the CDR in March, the result is somewhat better (13%). Hotel students allowed computing errors (__________________). This result is, first of all, about the inability of students to analyze the text of the task and correctly build its mathematical model, as well as about problems with computational skills.

Task B11. performed 25% (compared to CDR 03/15/2011 - 22%) graduates. _______________ Allowed computational errors. 12 students did not proceed to the task.

Performance leveltasks B12. , told the ability to build and explore the simplest mathematical models (tasks for joint work, movement, interest, alloys and mixtures, decimal record natural numbers) amounted to 25% (in March on CDR - 48%). Such a result suggests that most students do not know how to analyze the text of the task and correctly build its mathematical model, as well as computational errors that admit students when solving the equation.

Summing up the implementation of the tasks of the base level of complexity, you can note:

Such a possession of students with the methods of solving the simplest text challenges with integers, fractions and interest (taskIN 1 ); average level Working with graphs of real dependenciesAT 2, good skills by solving indicative and logarithmic equations, proportions (taskIN 3 ); Q4 tasks.

Insufficient ability to use acquired knowledge and skills in practical activity and everyday life (tabular presentation) (task AT 5);

Insufficient knowledge of students on geometry (taskB6, B9),