Students in grade 9 “b” wrote an administrative test based on OO materials, consisting of a reading section, a grammar and vocabulary section. Purpose of the work: to check the learning experience (s) received by students during the period of study in 9th grade. The assignments were based on the following topics: Regional studies, history of England. The work was carried out by 10 students.
Results:
Class | By the list | Annual assessment 2012-2013 | Entrance born 2013-2014 | 1st half of 2013-2014 | Mass examination 2013-2014 | KO | Ur.ob. | Forecast: 2014 |
"5"-3 "4"-4 "3"-7 "2"-0 | "5"-2 "4"-5 "3"-5 "2"-0 Pis:12 | "5"-2 "4"-7 "3"-5 "2"-0 | "5"-3 "4"-4 "3"-2 "2"-1 Pis:10 | "5"-3 "4"-4 "3"-3 "2"-0: |
Teacher……… /T.A Yarosh/
Analysis of administrative test work in English for the 2013-2014 academic year.
Students in grade 9 “a” wrote an administrative test based on OO materials, consisting of a reading section, a grammar and vocabulary section.
Purpose of the work: to check the learning experience (s) received by students during the period of study in 9th grade. The assignments were based on the following topics: Regional studies, history of England. The work was carried out by 3 students. Results:
Class | By the list | Annual assessment 2012-2013 | Entrance born 2013-2014 | 1st half of 2013-2014 | Mass examination 2013-2014 | KO | Ur.ob. | Forecast: 2014 |
"5"-2 "4"-2 "3"-0 "2"-0 | "5"-0 "4"-0 "3"-3 "2"-2 Pis:5 | "5"-1 "4"-3 "3"-0 "2"-0 | "5"-0 "4"-1 "3"-2 "2"-0 Pis:3 | 100% | "5"-1 "4"-2 "3"-1 "2"-0: |
The tasks from the lexical and grammatical section became problematic for the vast majority of students. It is worth noting that most students can confidently operate with the knowledge acquired over the entire period of learning English. Some students made mistakes when choosing the correct place name, which shows gaps in the field of regional studies. Therefore, emphasis should be placed on repeating this material. Students with good grades in the current and last year's quarters consistently showed fairly good results. As for students with satisfactory grades, only a few were able to improve their results on the administrative test. The result obtained almost completely justified my assumptions. During the 2014 academic year, questions and assignments that caused difficulties in understanding the theoretical and practical material will be fixed and necessarily included in the test tasks of the current control.
Teacher……… /T.A Yarosh/
Preview:
Analysis of the entrance test in the German language for the 2015-2016 academic year.
Students of MBOU Secondary School No. 17 wrote an entrance test consisting of the following tasks: vocabulary tasks, letter substitutions, logical tasks, word substitutions and translation of Russian sentences into German.
Purpose of the work: to test residual knowledge, skills and abilities after the summer holidays.
Results:
9 "a" In class:6 Wrote:6 "5"-0 "4"-1 "3"-5 "2"-0 | K.O% | U.O% | 7 "a" In class:5 Wrote:5 "5"-0 "4"-2 "3"-1 "2"-0 | K.O% | U.O% | 4 "a" In class:7 Wrote:7 "5"-1 "4"-1 "3"-5 "2"-0 | K.O% | U.O% |
9 "b" In class:8 Wrote:7 "5"-0 "4"-7 "3"-0 "2"-0 | K.O% | U.O% | 7 "b" In class:6 Wrote:3 "5"-0 "4"-2 "3"-3 "2"-0 | K.O% | U.O% | 4 "b" In class:6 Wrote:5 "5"-0 "4"-2 "3"-2 "2"-1 | K.O% | U.O% |
8 "a" In class:4 Wrote:3 "5"-0 "4"-1 "3"-2 "2"-0 | K.O% | U.O% | 5 "a" In class:8 Wrote:8 "5"-1 "4"-1 "3"-5 "2"-1 | K.O% | U.O% | 4 "in" In class:11 Wrote:10 "5"-0 "4"-2 "3"-8 "2"-0 | K.O% | U.O% |
8 "b" In class:5 Wrote:4 "5"-0 "4"-3 "3"-1 "2"-0 | K.O% | U.O% | 5 B" In class:10 Wrote:8 "5"-1 "4"-2 "3"-4 "2"-1 | K.O% | U.O% | 3 "a" In class:8 Wrote:8 "5"-0 "4"-5 "3"-3 "2"-0 | K.O% | U.O% |
Typical mistakes:
Logic and letter substitution tasks became problematic for the vast majority of students. It is worth noting that most students can confidently operate with the knowledge acquired over the entire period of learning the German language. Some students made mistakes in the task of substituting suitable words in the text (Valeria, Anton, Victoria, Arina 8 a, 5 a), which shows gaps in vocabulary. Therefore, emphasis should be placed on repeating lexical material and enriching vocabulary. Pupils with good grades in the quarters of the current and last year consistently showed quite good results (Victoria, Oksana, Denis, Sergey 5 B). As for students with satisfactory grades, only a few children showed worse results compared to the annual assessment (Nikita, Denis 5a, Vitaly 4a Anastasia 4a, Sergey 4a Victoria 9a, Yulia 9a). The result obtained almost completely justified my assumptions. During the 2016 academic year, questions and assignments that caused difficulties in understanding the theoretical and practical material will be fixed and necessarily included in the test tasks of the current control.
Teacher……… /T.A Yarosh/
Conducting an analysis of independent and test work at school is an integral part of intra-school control.
Analysis of students' written work is of great importance because... the ways of adjusting the knowledge, skills and abilities of students acquired while studying certain material depend on its correctness and timeliness.
Experiencing difficulties in correctly and efficiently conducting and formatting the analysis of students’ written work and due to the lack of the required amount of available information in this area, I began to develop a system for analyzing written work in the English language. In this article, I present table templates for conducting quantitative and qualitative analysis of test papers for teachers teaching English in primary schools and working with the “Enjoy English” educational complex. I think that each teacher can change the content of these tables in accordance with the content of the work that he plans to analyze.
The relevance of studying this problem is increasing due to the increasing requirements for the quality of education placed on schools. This work helps to facilitate the teacher’s work and timely correction of students’ knowledge.
In the educational complex “Enjoy English” (grade 2), the educational material is structured into academic quarters. At the end of the 2nd, 3rd and 4th quarters, students are required to complete test tasks from the “Progress Check” section, which allow them to evaluate the communicative skills of junior schoolchildren in listening, reading, writing and speaking, and make sure that they have mastered the basic language and speech material. Control is primarily aimed at identifying the achievements of schoolchildren.
So, in 2nd grade we conduct 3 tests per year: in 2nd quarter Annex 1, in the 3rd quarter Appendix 2 and in the 4th quarter Appendix 3.
In 3 grades – 4 tests per year: in 1st quarter Appendix4, in the 2nd quarter Appendix5, in the 3rd quarter Appendix6, in the 4th quarter Appendix7, Appendix8. Separately, you can analyze work in parallel classes Appendix9. In addition, the overall mark for the test work consists of five marks for completing individual tasks: for listening, reading, writing and speaking, for the development of lexical and grammatical skills and is their arithmetic average.
In 4 grades – 4 tests per year: in 1st quarter Appendix 10, in the 2nd quarter Appendix 11, in the 3rd quarter Appendix 12 and in the 4th quarter Appendix 13. You can also separately analyze work in parallel classes Appendix 14. Test tasks are given in the workbook. The overall mark for completing the test work consists of four marks for completing individual tasks (listening, reading, writing and speaking tasks) and is their arithmetic average, rounded according to general rules.
The calculation formulas are as follows:
Literature
- Biboletova M.Z., Denisenko O.A., Trubaneva N.N. A book for teachers for the textbook “Enjoy English” for 2nd grade in general education institutions. Publishing house "Titul", 2007.
- Biboletova M.Z., Denisenko O.A., Trubaneva N.N. A book for teachers for the textbook “Enjoy English” for 3rd grade in general education institutions. Publishing house "Titul", 2007.
- Biboletova M.Z., Denisenko O.A., Trubaneva N.N. A book for teachers for the textbook “Enjoy English” for 4th grade in general education institutions. Publishing house "Titul", 2008.
- The goal and assigned tasks are stated incomprehensibly and do not correspond to the requirements of the program itself.
- The purpose and objectives are stated in a clear form, specified and consistent with the terms of the program.
- All assigned tasks and goals of lesson analysis according to the Federal State Educational Standard (English) are carried out in a diagnostic manner based on the subjective knowledge of students.
According to the components of lesson requirements
- The content of the material for analyzing an English lesson is not sufficiently suited to the established goal and didactic principles.
- The content is accurate and appropriate to the stated objectives and teaching points.
- The goals and didactic tasks of analyzing a foreign language lesson fully meet all the necessary requirements and are smoothly complemented by educational measures and development elements.
Logical approach to analyzing an English lesson
- Parts of the work in the lesson are not bad, but do not have logically completed points.
- The stage of work is highlighted correctly, the presentation of the material is logically structured correctly, but some stages are delayed in time.
- All stages are carried out clearly and have a logical beginning and end. The transition from one material to another is built on the basis of clear logical chains - the best option for high-quality presentation of educational material.
Features of adjusting student work to analyze a modern English lesson
- The methods are not suitable for the objectives of the lesson. The structure of the lesson is not well thought out. There is no individual approach to students.
- Productive methods are used, the components of the lessons are clearly thought out and logically correct.
- The technique suits the necessary tasks, awakening students to cognitive activity. The specific knowledge of each student is taken into account. The entire English lesson analysis scheme meets all requirements.
What forms are used in learning English?
- The main one is the frontal learning process. This form of educational learning does not correspond to the assigned tasks and does not stimulate student activity.
- The form was chosen according to the requirements and corresponds to the assigned tasks. Can be group or individual.
- Students choose their own form of organization. Business and creative activity is welcomed, as well as conclusions and suggestions for an English lesson
Lesson assessment activity
- The teacher evaluates the educational process independently without feedback. The criteria for the assessment itself are not announced.
- Assessment takes place with feedback, but when an English lesson is analyzed. language, students do not participate in the process.
- Students join in for assessment, self-monitoring and self-assessment take place.
Lesson effectiveness in English
- The formation of students' knowledge is weakly noticeable and the goal is not achieved.
- Perfectly mastered material, stimulating the cognitive activity of each student, the ability to objectively evaluate what is happening.
Why do you need analysis of English lessons?
The main goal of English lessons is to develop students’ communicative competence within a specific foreign language, that is, to master interpersonal and intercultural communication in English. As an analysis of the English lesson attended shows, students should be able to, according to the Federal State Educational Standard:
- tell about yourself in English orally and in writing, write a resume, application form or letter;
- introduce your family, school, country, etc. in intercultural communication;
- develop conversational speech;
- be able to take part in dialogue, monologue, listening.
As part of the analysis of English language classes according to the Federal State Educational Standard, communicative competence in the field of a foreign language will be identified. She must be:
- compensatory;
- speech;
- linguistic;
- educational and cognitive.
The main component of such competence is correct conversation. In the process of analyzing an English lesson, the head teacher according to the Federal State Educational Standard uses the following methods:
- reading;
- written version;
- listening;
- talking.
What should an English lesson be like?
Like any subject area, the English language needs to be refined and improved - this is why lesson analyzes are carried out. Since the emphasis is currently on communication, an English lesson should have certain features in terms of presenting educational material to students:
- During the lesson, the teacher forms the relationship “I give you, and you give me.” Forms communication skills and teaches how to use previously acquired knowledge.
- An atmosphere favorable for communication in the target language is created. Such communication will only become effective when the teacher and student can conduct a two-way dialogue.
- During the lessons, a variety of work is carried out to study the language (vocabulary, grammar, phonetics) and on the development of speech activity (listening, speaking, reading). In this case, the purpose of the lesson should be clear and specific:
- develop reading technique;
- to form lexical knowledge;
- develop monologue speech.
If all the tasks and goals of the lesson are set specifically, then we can talk about the effectiveness of the lesson. The intensity of the lesson will be especially significant:
- development of speech skills;
- educational element in the lesson;
- educational element;
- broadening one's horizons;
- the ability to listen and hear others;
- developing the ability to express one’s own thoughts.
For a teacher to work fruitfully, it is worth knowing that analyzing an English lesson in elementary school differs from analyzing an English lesson in 10th grade. When attending classes, the head teacher takes this point into account. With proper analysis of a foreign language lesson and correctly drawn conclusions, it is possible to achieve high levels of student knowledge and quality of education.
Sample analysis of an English lesson by the head teacher in accordance with the requirements of the Federal State Educational Standard
Features of foreign language teacher lesson analysis
Regardless of the class in which the analysis of English lessons is carried out - in the 5th grade and in the 9th grade, the main tasks remain the same:
- achieving the set goal and objectives in the lesson;
- individual approach to each student from the group;
- developing the ability to formulate and express one’s own thoughts;
- ability to communicate between teacher-student and student-teacher.
New career opportunities
For a competent and high-quality assessment of the results of your teachers’ work, we recommend that you undergo training in
For passing - a state diploma on professional retraining. Training materials are presented in the format of visual notes with video lectures by experts, accompanied by the necessary templates and examples.
For the effectiveness of each lesson, the teacher must make a methodological analysis of the English lesson. Only after such work can one expect positive results in terms of the quality of foreign language teaching.
Many head teachers wonder: how to analyze an English lesson correctly and not miss anything? How to analyze an English lesson in accordance with all Federal State Educational Standards standards?
There is a detailed reminder for this:
This scheme for analyzing an English lesson will allow the head teacher to more competently assess the teacher’s successes, and the teacher will better understand what to rely on in his work and how to work on mistakes in an English lesson.
Developments for grades 4, 7-11 are presented.
“Analytical report on the final test in the 10th grade for the 2016-2017 school year. year"
Analytical report
item: English language
teacher: Nastich Anastasia Semenovna
The purpose of the test: identifying the level of mastery of students’ lexical and grammatical skills during the course of study in the 10th grade.
Statistical data
| % of progress | % quality |
|||||
The test consisted of 80 points with a choice of answer options.
Execution time: 45-50 min.
Typical mistakes were made due to inattention and insufficient knowledge of the material. The grammar task caused particular difficulty, namely conditional sentences with varying degrees of probability.
Corrective work plan:
View document contents
“Analytical report on the final test in 11th grade, 2016-2017 academic year. year"
Analytical report
on the final test
item: English language
teacher: Nastich Anastasia Semenovna
The purpose of the test: to determine the level of mastery by 11th grade students of the subject content of the English language course according to the high school program.
tested knowledge, skills, elements:
the use of active and passive verbs;
the use of modal verbs and their equivalents;
systematization of knowledge about compound and complex sentences with varying degrees of probability.
Statistical data
| % of progress | % quality |
|||||
Element-by-element analysis of results
The level of knowledge is average, the level of motivation is high.
The test consisted of 80 multiple choice items and a written task.
Execution time: 45-50 min.
The task of writing a commentary was particularly difficult.
In general, it can be noted that the students’ work was completed at the optimal level of training.
Corrective work plan: take into account the nature of the mistakes made and organize work to fill the gaps.
View document contents
“Analytical report on the final test in 4th grade for the 2016-2017 school year. year"
Analytical report
on the final test
item: English language
teacher: Nastich Anastasia Semenovna
The purpose of the test: to determine the level of mastery by 4th grade students of the subject content of the English language course according to the primary school curriculum.
tested knowledge, skills, elements:
skill in using verbs in the present simple and present continuous tenses;
use of prepositions of place;
using the comparative degree of adjectives;
the use of verbs to be and modal verbs;
using the simple future and simple past tenses.
Statistical data
| % of progress | % quality |
|||||
Element-by-element analysis of results
The level of knowledge is average, the level of motivation is high.
The test consisted of 5 tasks:
write a letter to a friend.
Typical mistakes were made due to inattention and insufficient knowledge of the material. The task of writing a letter to a friend was particularly difficult.
Corrective work plan: take into account the nature of the mistakes made and organize work to fill the gaps.
View document contents
“Analytical report on the final test in 7th grade for the 2016-2017 school year. year"
Analytical report
on the final test
item: English language
teacher: Nastich Anastasia Semenovna
The purpose of the test: identifying the level of lexical and grammatical skills of students during the 7th grade course.
tested knowledge, skills, elements:
the use of active verbs;
the use of subordinate clauses of time and condition;
use of dividing questions;
usage and modal verbs.
Statistical data
| % of progress | % quality |
|||||
Element-by-element analysis of results
The test consisted of 45 points with a choice of answer options.
Execution time: 40-45 min.
Typical mistakes were made due to inattention and insufficient knowledge of the material. The task of listening and writing a travel story was particularly difficult.
In general, it can be noted that the students’ work was completed at an optimal and acceptable level of training.
Corrective work plan: take into account the nature of the mistakes made and organize work to fill the gaps.
View document contents
“Analytical report on the final test in 8th grade for the 2016-2017 school year. year"
Analytical report
on the final test
item: English language
teacher: Nastich Anastasia Semenovna
The purpose of the test: determination of the level of lexical and grammatical skills of students during the 8th grade course.
tested knowledge, skills, elements:
ability to use articles;
Statistical data
| % of progress | % quality |
|||||
Element-by-element analysis of results
The level of knowledge is satisfactory, the level of motivation is satisfactory.
Execution time: 40-45 min.
Typical mistakes were made due to inattention or insufficient knowledge of the material. Particular difficulty was caused by the task of listening and writing a grammar exercise, namely the correlation of sentences in the active and stative voices.
In general, it can be noted that the students’ work was completed at the optimal acceptable level of training.
Corrective work plan: take into account the nature of the mistakes made and organize work to fill the gaps.
View document contents
“Analytical report on the final test in 9th grade for the 2016-2017 school year. year"
Analytical report
on the final test
item: English language
teacher: Nastich Anastasia Semenovna
The purpose of the test: to determine the level of mastery of 9th grade students in the subject content of the English language course according to the secondary school program.
tested knowledge, skills, elements:
Skill in working with active verbs;
using degrees of comparison of adjectives and adverbs;
ability to use articles;
the skill of correlating sentences in the active and stative voices.
Statistical data
| % of progress | % quality |
|||||
Element-by-element analysis of results
The level of knowledge is average, the level of motivation is average.
The test consisted of 30 points with the possibility of choosing an answer, reading a text with a choice of specified sentences, and listening.
Execution time: 40-45 min.
Typical mistakes were made due to inattention.
Particular difficulty was caused by the task of listening and writing a grammar task, the use of the passive voice and indirect speech.
In general, it can be noted that the students’ work was completed at the optimal level of training.
Corrective work plan: take into account the nature of the mistakes made and organize work to fill the gaps.