Methodological recommendations of experts in the exam literature. Educational and methodological recommendations for checking the exam. "Federal Institute of Pedagogical Measurements"
Educational and methodological materials for chairmen and members of regional subject commissions for checking the fulfillment of tasks with a detailed answer
examination papers of the USE 2014. ENGLISH LANGUAGE
Educational and methodological materials for chairmen and members of regional subject
commissions for checking the fulfillment of tasks with a detailed answer of examination papers
USE 2014 according to foreign languages prepared in accordance with the Thematic Plan
works of the Federal State Scientific Institution "Federal Institute
pedagogical measurements”, carried out on the instructions of the Federal Service for Supervision of
in the field of education and science in 2014 (for the purpose of scientific and methodological support
activities of the all-Russian system for assessing the quality of education).
The purpose of the manual is to prepare experts for the unified state exam in foreign languages.
languages of the "Writing" section. This goal is achieved by solving the following tasks:
- familiarize teachers with key provisions regulatory and programmatic
materials that reveal the content, structural and organizational features
USE as a new final form of control;
- to form the competencies of teachers in the field modern technologies testing and
assessments;
- provide high quality mastering the content component of the course through
formation of reflective skills in teachers.
As a result of studying the course, students are formed:
- knowledge of educational documents regulating the conduct and organization of the USE,
determining the functions, rights and obligations of the chairman and members (experts) of the subject
commissions;
- possession of the USE conceptual apparatus: USE, specification, codifier, demo version,
communicative competence, levels of communicative competence, communication strategies,
testing, standardized tests, forms and types of control, forms and types
assessment, parameters and criteria for assessment, communicative task, communicative
task, etc.;
- knowledge of the format and procedure for organizing, conducting and evaluating the exam;
- skills and abilities to conduct the written part of the exam;
- ability to work with tools that determine the procedure for checking and evaluating
answers of graduates to tasks with a detailed answer;
- the ability to draw up a protocol form for checking answers to tasks C1 and C2, observing
technical requirements;
- ability to apply testing technologies and basic structural elements
pedagogical assessment in the field of writing;
- skills and abilities to analyze communicative tasks included in the USE format;
- skills and abilities of analysis and correction of typical mistakes of experts in the field of writing;
- the ability to self-analyze their work as an expert;
- reflection, openness to pedagogical innovations.
As an end result of achieving the goal, the manual provides for the formation
the ability and readiness of teachers to work as experts of the unified state
exam in English section "Writing".
The authors will be grateful for comments and suggestions for improving the manual.
Verbitskaya M.V., Makhmuryan K.S., 2014
Federal Institute of Pedagogical Measurements, 2014
______________________________________________________________________________
FEDERAL STATE BUDGET SCIENTIFIC INSTITUTION
"FEDERAL INSTITUTE OF PEDAGOGICAL MEASUREMENTS"
Methodological materials for chairmen
and members of regional subject commissions
on checking the fulfillment of tasks with a detailed answer to the examination papers of the Unified State Examination in 2016
SOCIAL SCIENCE
Moscow
2016Authors-compilers: Lazebnikova A.Yu., Kotova O.A., Liskova T.E.
Reviewer: Fayzullina Albina Raisovna, Candidate of Political Sciences, Associate Professor of the Department of History of Russia and CIS Countries, Department of graduate School historical sciences and world cultural heritage" of the Institute of International Relations, History and Oriental Studies of Kazan (Privolzhsky) federal university, chairman of the regional subject commission on social science
Methodological materials for chairmen and members of regional subject commissions for checking the fulfillment of assignments with a detailed answer to the exam papers of the Unified State Examination in 2016 in social science have been prepared in accordance with the Thematic Work Plan of the Federal State Budgetary Scientific Institution "Federal Institute of Pedagogical Measurements" for 2016. The manual is intended for preparation experts in evaluating tasks with a detailed answer, which are part of the control measuring materials (KIM) for passing the unified state exam (USE) in social studies.
The methodological materials give short description structures of control measuring materials in 2016 in social studies, characterizes the types of tasks with a detailed answer used in the KIM USE in social studies, and the criteria for assessing the performance of tasks with a detailed answer, provides examples of assessing the performance of tasks and comments are given explaining the grade.
© Lazebnikova A.Yu., Kotova O.A., Liskova T.E., 2016.
© Federal Institute of Pedagogical Measurements. 2016.
CONTENT
1. Tasks with a detailed answer in the KIM USE in social science 5
2. The system for assessing the performance of tasks with a detailed answer: the main approaches, criteria and scales with examples of the answers of the examinees 10
2.1. Assessing the performance of tasks for text fragments (21 (С1) -24 (С4)) 10
2.2. Assessing the performance of assignments for the application of basic concepts in the context of social science knowledge in a freely constructed fragment of text (25 (С5)) 16
2.3. Assessing the performance of tasks for concretizing any theoretical position (concept) using examples (26 (C6)) 19
2.4. Evaluation of tasks for solving problematic cognitive tasks (27(С7)) 22
2.5. Assessing the performance of tasks requiring a plan (28(C8)) 26
2.6. Assessing the performance of alternative tasks that require writing a mini-essay (29 (С9)) 32
Conclusion. 52
1. Tasks with a detailed answer in the KIM USE in social science
The structure and content of the KIM, the types and level of complexity of the tasks of the examination work correspond to USE goals- to provide an objective assessment of the quality of training of persons who have mastered educational programs medium (full) general education, using tasks of a standardized form. KIM by social studies USE allow to differentiate school graduates by the level of subject training in order to select for admission to universities and colleges.Tasks with a short answer in the first part of the examination work are aimed at recognizing and comparing signs, features, elements of the description of social objects, correlating theoretical material with life realities, evaluating the truth of judgments about social phenomena. The tasks of the first part also test the ability to identify the structural elements of social science knowledge using diagrams and tables, correlate specific concepts with generic ones, classify social objects and their features, select several correct positions (characteristics, manifestations) from the proposed list, differentiate facts in social information, value judgments and theoretical statements, use terms and concepts in the proposed context, concretize theoretical knowledge.
Tasks with a detailed answer in the second part of the examination work significantly increase its differentiating ability and thus help to identify examinees with the highest level of social science training.
Different types of tasks with a detailed answer together make it possible to check the qualitative mastery of the content of the social science course and the formation of complex intellectual skills in the examinees. These include the ability to holistically formulate, logically and consistently express their thoughts, draw conclusions, determine the best ways practical activities, use the acquired knowledge in simulated life situations, specify theoretical knowledge, express and argue their own position on a significant social problem, apply theoretical knowledge in solving problematic problems, for forecasting and justifying social phenomena and processes.
Individual skills from this series are tested during the exam with the help of several varieties questions with extended answers. Each of them is based on a specific kind of cognitive activity:
list signs of a phenomenon, objects of the same class, etc.;
apply social science concepts in a given context;
disclose on examples the most important theoretical provisions and concepts of the social sciences and humanities;
give examples certain social phenomena, actions, situations;
decide cognitive and practical tasks that reflect the actual problems of human life and society;
search, analyze and interpret social information on a specific topic from original non-adapted texts (philosophical, scientific, legal, political, journalistic);
formulate on the basis of acquired societies historical knowledge, own judgments and arguments on social problems.
So 21 (C1) -24 (C4) represent a compound task, or the so-called mini test. It includes a fragment of the source and four questions-tasks for its analysis and interpretation.
Task 25(C5) is aimed at independent application of social science concepts in a given context.
Task 26 (C6) requires examples or disclosure of any theoretical position (concept) on specific example.
Task 27 (C7) - a task containing a condition in the form of a problem situation or statement and questions (prescriptions) to them.
Task 28(С8) requires the preparation of a complex plan for a detailed answer on a specific topic / problem of the social science course.
Tasks 29(С9).1 - 29(С9).5 are alternative. They require examinees to write a reflection essay based on the choice of one of five proposed statements. Every utterance raises a certain problem relating to a particular area of scientific social science.
Tasks 21(С1) and 22(С2), 25(С5) are two-point. For the complete and correct completion of each of these tasks, 2 points are awarded. In case of incomplete correct answer - 1 point. All other tasks with a detailed answer (23(C3), 24(C4), 26(C6)-28(C8)), except for alternative ones, are three-point. For the complete and correct completion of each of these tasks, 3 points are awarded. With incomplete correct - depending on the representation of the required components of the answer - 2 or 1 point.
Alternative tasks are five-point. They are accompanied by a generalized scoring scheme from 0 to 5 points.
WE PAY ATTENTION!!!
The mini-essay is evaluated according to several criteria.
Criterion 1 (K1) -Disclosure of the meaning of the statement
Criterion 2 (K2) -The nature and level of theoretical argumentation
Criterion 3 (K3) -The quality of the factual argument
!!!CRITERION K1 IS DEFINING.
Points
The following may be specified dignity:
1) extreme dynamism and ability to self-regulate;
2) susceptibility to innovation, the ability to ensure rapid and efficient economic growth;
3) high ability to efficiently allocate resources, to quickly develop and widely introduce competitive production technologies;
4) survivability and adaptability.
The advantages of a market economy can be given in other formulations that are close in meaning.
Three virtues are correct
2
Two virtues are correct
1
One advantage is correct.
OR Answer is wrong
0
Maximum score
2
22 (C2)
What are the disadvantages of a market economy considered by the authors? List any five flaws.
Correct Answer Content and Grading Instructions (Other formulations of the answer are allowed that do not distort its meaning) | Points |
The following may be specified limitations: 1) gradual weakening and even conscious elimination of competition; 2) does not provide full employment of the population and a stable price level; 3) frequently manifested inflationary processes; 4) does not create material incentives for the production of public goods; 5) does not solve a number of major social problems (organization of public health care, free education, support for weakly protected sections of the population, development of culture, etc.); 6) high differentiation in the incomes of the population. The disadvantages of a market economy can be given in other formulations that are close in meaning. | |
Five flaws correctly identified | 2 |
Three or four shortcomings are correctly identified | 1 |
One or two shortcomings are correct. OR Answer is wrong | 0 |
Maximum score | 2 |
Evaluation criteria tasks with a wide range of response options, differ significantly from the criteria of the previous subgroup. As a guideline for the expert, an approximate, incomplete set of correct answer elements is given. Usually indicated examples or possible approaches to complete the task (see Examples 2 and 3). Criteria guide the expert to determine the correct direction of “unfolding” of the answerer’s thought, his approach to formulating the answer, but in no case require tracking in the answer the direct, verbatim reproduction of the provisions specified in the criteria.
Example 2
26 (C6)
Confirm with three examples the need for state participation in the economic life of society (the need state regulation economy).
Response Elements and Instructions for Grading (Other wordings are allowed that do not distort the meaning) | Points |
In response, the need for state regulation of the economy can be confirmed by the following examples:
| |
The need for state participation in economic life is confirmed by three examples | 3 |
The need for state participation in economic life is confirmed by two examples | 2 |
The need for state participation in economic life is confirmed by one example | 1 |
Reasonings of a general nature that do not meet the requirements of the task are given. OR Answer is wrong | 0 |
Maximum score | 3 |
Example 3
27 (C7)
In country Z, the main sectors of the economy are mass production. industrial production and the service sector. What additional information will allow us to establish the type of economic system of country Z? Formulate three questions to obtain the necessary additional information.
Content of the correct answer and instructions for scoring (Other formulations of the answer are allowed that do not distort its meaning) | Points |
The following can be formulated questions:
Other questions may be asked | |
Three questions are formulated | 3 |
Two questions are formulated | 2 |
One question formulated | 1 |
Reasoning of a general nature corresponding to the requirement of the task is given. OR Answer is wrong | 0 |
Maximum score | 3 |
As already noted, tasks with a detailed answer require graduates to carry out a certain type of cognitive activity based on the application of the knowledge and skills acquired as a result of studying the course. In various examination options, different content of social science knowledge is presented at one or another position of part 3. So, in one version task 25(C5) has an economic content, in another it has a political content, in a third it has a legal content, and so on. Similarly, the content of the course is presented in various versions for the rest of the assignments. Alternative task 29(C9) covers all basic sciences. What remains unshakable for each position is the verifiable skill . Of course, possession of the content affects the result of the performance of a particular task, but the object of verification in the first place is the mastery of one or another skill. This provides a basis for systematizing tasks with a detailed answer, a holistic analysis of statistical materials and determining trends in mastering the necessary skills.
The purpose of the manual is to prepare experts for the unified state exam in foreign languages of the "Letter" section. This goal is achieved by solving the following tasks:
- to familiarize teachers with the key provisions of regulatory and program materials that reveal the content, structural and organizational features of the USE as a new final form of control:
- to form the competencies of teachers in the field of modern testing and assessment technologies;
- to ensure the high quality of mastering the content component of the course by developing reflective skills in teachers.
The structure of the examination paper.
The examination paper contains written and oral parts. The written part, in turn, includes four sections: "Listening", "Reading", "Grammar and Vocabulary" and "Writing". To differentiate examinees by levels of foreign language proficiency within the limits formulated in the Federal component state standard secondary (complete) general education in foreign languages, all sections are included along with assignments basic level tasks more high levels difficulties.
The work on foreign languages included 38 tasks with a short answer and 6 tasks of an open type with a detailed answer.
AT examination work The following types of tasks with a short answer are offered:
- tasks for choosing and recording one or more correct answers from the proposed list of answers:
- assignments to establish the correspondence of positions presented in two sets:
- tasks to fill in the gaps in a connected text by converting the proposed initial form of the word into the desired grammatical form:
- tasks to fill in a gap in a coherent text by forming a related word from the proposed key word.
CONTENT
Introduction
SECTION I. THEORETICAL FOUNDATIONS OF TESTING. FORMAT OF TASKS AND TECHNOLOGIES FOR ASSESSING THE WRITTEN PART OF THE EXAM
Topic 1. Unified State Examination as a final form of control of foreign language communicative competence
test questions
Reflection
Topic 2. Structure, content and evaluation criteria for completing tasks in the "Writing" section
test questions
Reflection
SECTION II. WRITING ASSESSMENT WORKSHOP
Topic 1. Technology for assessing the performance of the task according to the letter "Personal letter" (39, formerly C1)
test questions
Reflection
Topic 2. Technology for evaluating the completion of the writing task “Written statement with elements of reasoning” (“Your opinion”) (task 40)
test questions
Reflection
Annex 1. Criteria for assessing the performance of tasks 39 and 40 of the section "Letter"
Topic 2. Technology for evaluating the completion of the writing task “Written statement with elements of reasoning” (“Your opinion”) (task 40) Control questions Reflection
Appendix 1. Criteria for assessing the performance of tasks 39 and 40 of the section "Letter" Appendix 2. Additional assessment scheme for completing task 39 - "Choice of profession"
Annex 3. Additional assessment scheme for task 39 - "Independent life"
Appendix 4. Additional assessment scheme for task 39 - "Healthy lifestyle"
Annex 5
Appendix 6. Additional grading scheme for task 39 "Personal letter"
Appendix 7. Additional grading scheme for task 39 "Personal letter"
Appendix 8. The procedure for determining the percentage of textual matches in task 40
Appendix 9. The order of counting words in English writing
Appendix 10. Instructions for checking answers to tasks in form No. 2 (section "Letter")
Annex 11. Instructions for the Chairman of the Subject Committee on Conducting the Inception Workshop for Assignment Reviewers 39-40
Annex 12. Protocol for identifying unproductive responses to task 40
Appendix 13. Protocol for identifying fully or partially textually matching answers to task 40
Annex 14. Form-protocol of checking tasks by an expert with a detailed answer.
Free download e-book in a convenient format, watch and read:
Download the book Unified State Examination, English language, Guidelines for assessing assignments, Letter, Verbitskaya M.V., Makhmuryan K.S., 2016 - fileskachat.com, fast and free download.
- USE 2019, English language, Speaking section, Guidelines, Verbitskaya M.V., Makhmuryan K.S.
- USE 2019, English language, Letter section, Methodological recommendations, Verbitskaya M.V., Makhmuryan K.S., Kurasovskaya Yu.B.
“An expert is a person who has done everything possible mistakes in a very narrow specialty,” said Niels Bohr. We suggest not to make mistakes, but to familiarize yourself with the recommendations of experts on preparing for the Unified State Examination in social studies!
As always, in the second half of the year, he pleased us with his methodological recommendations for preparing for the exam in all subjects, including social studies. Information of similar expert level it is always useful to get firsthand, directly from the exam developers. Let's try to evaluate the vector of current comments from Mrs. T.E. Liskova, the level of examples and find out the main thing.
So, first of all, let's turn to the materials of the video conference (in this form, FIPI decided to give its recommendations this year) T.E. Liskova, head Federal Commission developers of control measuring materials Let's look at her tips
- Since 2017, there have been no serious substantive changes in KIMs, which we already mentioned when
2. Experts consider tasks 14 and 16 to be the most difficult tasks, testing knowledge about the activities and powers of the highest state authorities in the Russian Federation and the fundamentals
Recall that you can get an analysis of the topic of the USE codifier in a free video course on the main topics of the course.
3. They are advised to complete all the tasks (although this is obvious), and they are asked to carefully read the conditions of the tasks. For example, in task 2, some graduates of previous years searched for something not listed in the list (invented), instead of, as required in the condition, finding a generalizing one in this list.
4. Liskova especially drew attention to task 25, which is related to the analysis of a social science term. Here, the failure to fulfill the concept itself, the analysis of which is required to be given further in 2 sentences, leads to a general points 0 for the whole task. Therefore, I would like to remind once again the need for not just memorizing and “cramming” terms (forget it, not reproduce it in the right way - 0). And the development of the skill of their independent formulation, for example, in the section of our website.
Their common urge, in our opinion, is to narrow the graduate's opportunity by showing general intelligence (or pre-prepared templates) to “spill water”, avoiding specifics in the chosen topic. Although, I think, "METHODOLOGICAL RECOMMENDATIONS ..." will support me here, that in some cases general erudition should only be welcomed by an expert.
It is debatable if, for example, in Lenin's statement (about socialism, restriction of freedom, dictatorship of the proletariat), through his socialism-Marxism, you go to the construction of the USSR (as an argument from history to K3).
Sometimes this is also useful for fulfilling an actual criterion (from history, social life).
Many people start essays like this. For example: “This statement belongs to the field of sociology. This science studies social interactions and social structure…”. It turns out you don't have to...
The question arises why? Let's leave it unanswered, and in conclusion, let's look at a couple of last year's essays from FIPI illustrating these remarks by Liskova.
REAL ESSAYS WITH EXPERT VERIFICATION
And here are some real examples. No. 1.
Despite the fact that really a lot has been written, there are examples from history (not quite correct, though), but total score 0. The meaning of the statement is not disclosed, the content of the answer does not give an idea of its understanding.
Unfortunately, almost all of this essay is a set of unrelated thoughts, not a single term is disclosed by the applicant, and looks like an arbitrary reflection (“information noise” is what the expert calls this product).
Example #2. A much more substantial essay, and look right at the beginning of it. Correctly used facts from the biography of the author of the quote. The question is why not?
Recall that you can quickly and efficiently work through ALL topics of the USE codifier with the same as getting a course on an essay! Good luck with your preparations in these last months!
Tver State University
Tver Regional Institute for the Improvement of Teachers
Unified State Exam
TVER
2009
Compiled by:– Candidate of Philological Sciences, Associate Professor of the Department of the Russian Language, Tver State University;
- Candidate of Pedagogical Sciences, Head of the Department of Innovative Pedagogical Practice of the Tver Regional Institute for the Improvement of Teachers.
This manual contains recommendations on the preparation of experts of the regional subject commission for checking tasks with a detailed answer in the system of control and measuring materials of the Unified State Exam in the Russian Language.
It is based on the materials of the manual "Russian Language: Guidelines on assessing the performance of tasks with a detailed answer ”(authors:, ).- M., 2006), contains numerous examples of errors from the work of graduates educational institutions Tver region at the Unified State Exam 2006 - 2009.
INTRODUCTION
The unified state exam is component of the all-Russian system for assessing the quality of education that is currently being created.
During the experiment on the introduction of the USE in Russian Federation a number of important tasks must be solved :
When assessing literacy (K7-K10), the volume of the essay should be taken into account. The assessment standards indicated in the table are designed for an essay of 150-300 words.