Analysis of the final test in social studies for grade 11 for the 3rd quarter of the 2015-2016 academic year.
Goal of the work: systematization and quality control of students’ knowledge in the “Grade 11 Social Studies” course.
The tests in the test are taken from the Open Bank of Assignments on the FIPI website.
The test text is presented in 2 versions. Each option consists of 21 tasks. Tasks 1-12 provide for the choice of one answer, 14.15 - contain questions to harmonize concepts and their definitions. Tasks 16 and 17 are multiple-choice tasks. Task 13 involves determining the nature of judgments, tasks 18.1-18.4 are work with a document. In task 19 you need to work with a pie chart to find the correct statement from several suggested ones. Task 20 is aimed at developing students’ ability to compose sentences that reveal the essence of the concept. In task 21 you need to express your opinion on the proposed statement and write an essay.
In class 24 students.
The test was completed by: 19 students.
Of these completed
At “5” – 1 person. (5%)
at “4” – 12 people (63%)
at “3” – 5 people (27%)
at “2” – 1 person (5%)
Quality of knowledge-68%
The following errors were made when performing test tasks:
– for the ability to identify an unambiguous answer (5 students), for the ability to identify an answer using the negation method (10 students), for the ability to complete a task using a diagram (5 students), for knowledge of concepts (12 students). When working with tasks to select from a list of required positions, 12 students made mistakes.
– on the ability to determine the nature of judgments - 7 students
In tasks for working with text, errors were made by: 18.1-16 students, 18.2 -17 students, 18.3 -6 students, 18.4-3 students, but 18.3-5 students did not start task, 18.4 -13 students did not start task.
In task 22 (writing an essay), errors were made by 8 students, 3 students did not start completing the task.
Supposed reasons for the gaps in knowledge:
1) Unstable attention in class.
2) Inattentive reading of the task and insufficient analysis of its conditions.
3) Insufficient assimilation of the material.
4) Unsystematic preparation of homework.
5) Students skipping lessons.
Error resolution methods:
1) Individual work with students.
2) Work on mistakes together with the teacher.
3) Detailed analysis and solution of tasks similar to those of the test.
4) Repeat theoretical information on all sections of social science.
Teacher Zhadovets E.N.
For the 2014-15 academic year. year
Final repetition of the materialSocial studies course in 9th grade
"5" - no
“4” - 2 people.
“3” - 6 people.
“2” - people
Quality of knowledge – 75%
Success rate – 100%
Analysis of tests in social studies and history
For the 2014-15 academic year. year
Social studies in 11th grade
“5” -2 people
"4" -
"3" -
"2" -
Quality of knowledge – 100%
Success rate – 100%
Final review of the course materialhistory of Russia in 11th grade
“5” - 2 people.
"4"
"3"
"2"
Quality of knowledge –100%
Success rate – 100%
Typical mistakes:
45 minutes were allotted to complete the entire work.
Teacher: Fomenko Yu.V.
Analysis of input monitoring in social studies in 10th grade
For the 2014 – 2015 academic year
The number of students who wrote the work is 2 people.
"5" - no
"4" -1no.
“3” - 1 person.
"2" - no
Quality of knowledge – 50%
Success rate – 100%
Typical mistakes: knowledge of theoretical material on the political sphere,Most students have poor command of social science terminology and insufficient knowledge of economics. Difficulties also arise withrecognition of signs of concepts and their characteristic features.
The work on social studies was presented in 1 version.
45 minutes were allotted to complete the entire work.
Analysis of input monitoring in history in 10th grade
For the 2014 – 2015 academic year
The number of students who wrote the work is 2 people.
"5" - no
“4” - 1 part.
"3" -1 person
"2" - no.
Quality of knowledge – %
Success rate – 100%
45 minutes were allotted to complete the entire work.
Analysis of input monitoring in social studies in 8th grade
For the 2014 – 2015 academic year
The number of students who wrote the work is 10 people.
"5" - people
“4” - people
“3” - people
“2” - people
Quality of knowledge – %
Success rate – %
Typical mistakes: knowledge of theoretical material on the political sphere, insufficient knowledge of the conceptual apparatus on the topic “Politics”, difficulties in analyzing legal situations.
45 minutes were allotted to complete the entire work.
Analysis of input monitoring in history in 8th grade
For the 2014 – 2015 academic year
"5" - no
“4” - 4 people.
“3” - 5 people.
"2" -1 person
Quality of knowledge –40%
Success rate – 90%
Typical mistakes: chronology, comparison of facts, insufficient knowledge of theoretical material on the history of Russia of the 17th - 18th centuries, students do not know how to give a complete description of the activities of historical figures, they focus on only one aspect of the activity.
The history paper was presented in 2 versions.
45 minutes were allotted to complete the entire work.
Teacher: Fomenko Yu.V.
Analysis of input monitoring in social studies in 7th grade
For the 2014 – 2015 academic year
"5" -3 people
"4" -3 people
“3” - 5 people.
“2” - 1 person.
Quality of knowledge – 50%
Success rate – 92%
Typical mistakes: difficulties in giving precise definitions of concepts, as well as in formulating one’s own judgment on the topics “Man”, “Labor”.
The work on social studies was presented in 2 versions.
45 minutes were allotted to complete the entire work.
Analysis of input monitoring in history in 7th grade
For the 2014 – 2015 academic year
"5" -
“4” - 5 people.
“3” - 6 people.
"2" -1 person
Quality of knowledge – 42%
Success rate – 92%
Typical mistakes: difficulties in giving answers in detailed written form, difficulties in arguing one’s own position, identifying cause-and-effect relationships and patterns of the historical development of Rus' in the 10th - 16th centuries.
The history paper was presented in 2 versions.
45 minutes were allotted to complete the entire work.
Teacher: Fomenko Yu.V.
Analysis of input monitoring in history in 6th grade
For the 2014 – 2015 academic year
"5" - 3 people
“4” - 4 people
“3” - 1 person.
"2" -1 person
Quality of knowledge – 78%
Success rate – 89%
Typical mistakes:difficulties in giving answers in detailed written form, difficulties in arguing one’s own position, identifying cause-and-effect relationships and patterns of historical development of the countries of the Ancient World.
The history paper was presented in 2 versions.
45 minutes were allotted to complete the entire work.
Teacher: Fomenko Yu.V.
Analysis of test papers in social studies in 9th grade
The number of students who wrote the work is 12 people.
"5" - no
“4” - 4 people.
“3” - 8 people.
“2” - 0 people.
Quality of knowledge – 33.3%
Success rate – 100%
Typical mistakes - the greatest difficulties are associated with
mastering the topics “Politics” and “Economics”. Students do not always know how
illustrate theoretical propositions.
Analysis of tests on history in 9th grade
For the first half of the 2014-15 school year. year
The number of students who wrote the work is 7 people.
“5” - 0 people.
“4” - 2 people.
“3” - 5 people.
“2” - 0 people.
Quality of knowledge –75%
Success rate – 100%
Teacher: Fomenko Yu.V.
Analysis of test papers in social studies in 11th grade
For the first half of the 2014-15 school year. year
Number of students who wrote the work – people.
"5" - no
"4" -2 people
"3" - no
"2" - no
Quality of knowledge – 100%
Success rate – 100%
The work on social studies was presented in 2 versions.
45 minutes were allotted to complete the entire work.
Analysis of history tests in 11th grade
For the first half of the 2014-15 school year. year
The number of students who wrote the work is 2 people.
"5" - no
“4” - 2 people.
"3" - no.
"2" - no.
Quality of knowledge – 100%
Success rate – 100%
Typical mistakes: A high concentration of theoretical material and dates inevitably led to difficulties in remembering them.
The history paper was presented in 2 versions.
45 minutes were allotted to complete the entire work.
Teacher: Fomenko Yu.V.
Analysis of test work in social studies in 10th grade
The number of students who wrote the work is 2 people.
"5" - no
"4" -1no.
“3” - 1 person.
"2" - no
Quality of knowledge – 50%
Success rate – 100%
Typical mistakes: knowledge of theoretical material in the political sphere, most students have poor knowledge of social science terminology and have insufficient knowledge in the field of economics. Difficulties also arise with recognizing the signs of concepts and their characteristic features.
The work on social studies was presented in 2 versions.
45 minutes were allotted to complete the entire work.
Analysis of a history test in 10th grade
For the first half of the 2014 – 2015 academic year
The number of students who wrote the work is 2 people.
"5" - no
"4" - no.
"3" -2 people..
"2" - no.
Quality of knowledge –0%
Success rate – 100%
Typical mistakes: chronology, comparison of facts, insufficient knowledge of theoretical material on the history of Russia in the 20th century.
The history work was presented in 1 version.
45 minutes were allotted to complete the entire work.
Teacher: Fomenko Yu.V.
Analysis of a history test in 6th grade
For the first half of the 2014 – 2015 academic year
The number of students who wrote the work is 9 people.
"5" - 3 people
“4” - 4 people
“3” - 1 person.
"2" -1 person
Quality of knowledge – 78%
Success rate – 89%
Typical mistakes: difficulties in giving answers in detailed written form, difficulties in arguing one’s own position, identifying cause-and-effect relationships and patterns of historical development of foreign countries in the Middle Ages and medieval Rus'.
The history paper was presented in 2 versions.
45 minutes were allotted to complete the entire work.
Teacher: Fomenko Yu.V.
Analysis of test work in social studies in 7th grade
For the first half of the 2014 – 2015 academic year
Quantity students who wrote the work - 12 people.
"5" -3 people
"4" -3 people
“3” - 5 people.
“2” - 1 person.
Quality of knowledge – 50%
Success rate – 92%
Typical mistakes: difficulties in giving precise definitions of concepts, as well as in formulating one’s own judgment on the topics “Man and the Law”,
The work on social studies was presented in 2 versions.
45 minutes were allotted to complete the entire work.
Analysis of a history test in 7th grade
For the first half of the 2014 – 2015 academic year
The number of students who wrote the work is 12 people.
"5" -
“4” - 5 people.
“3” - 6 people.
"2" -1 person
Quality of knowledge – 42%
Success rate – 92%
Typical mistakes: difficulties in giving answers in detailed written form, difficulties in arguing one’s own position, identifying cause-and-effect relationships and patterns of historical development.
The history paper was presented in 2 versions.
45 minutes were allotted to complete the entire work.
Teacher: Fomenko Yu.V.
Analysis of test work in social studies in 8th grade
For the first half of the 2014 – 2015 academic year
The number of students who wrote the work is 10 people.
"5" -1 person
"4" -5 people
“3” - 3 people.
“2” - 1 person.
Quality of knowledge – 60%
Success rate – 90%
Typical mistakes: knowledge of theoretical material on the political sphere, the sphere of economics, insufficient knowledge of the conceptual apparatus on the topic “Politics”, difficulties in analyzing legal situations.
The work on social studies was presented in 2 versions.
45 minutes were allotted to complete the entire work.
Analysis of a history test in 8th grade
For the first half of the 2014 – 2015 academic year
The number of students who wrote the work is 10 people.
"5" - no
“4” - 4 people.
“3” - 6 people.
"2" - no.
Quality of knowledge –40%
Success rate – 100%
Typical mistakes: chronology, comparison of facts, insufficient knowledge of theoretical material on foreign history and Russian history, students do not know how to give a complete description of the activities of historical figures, and focus on only one aspect of the activity.
The history paper was presented in 2 versions.
45 minutes were allotted to complete the entire work.
Teacher: Fomenko Yu.V.
Difficulties arise with identifying cause and effect relationships. Students do not know how to give a complete description of the activities of historical figures; they focus only on one aspect of the activity
It is difficult for schoolchildren to give answers in detailed written form, to formulate and argue their own position, to identify cause-and-effect relationships and patterns;
∙ The main difficulties the students encountered were working with the text. They do not have sufficient knowledge of various methods of reading (viewing, searching, aiming); do not know how to retain information fragments in memory and combine them into a common information picture; inattentive to details, sometimes very significant;
∙ Students do not know how to give a complete description of the activities of historical figures; they focus only on one aspect of the activity.
However, the results of the work allowed us to draw the following positive conclusions:
✓ Students generally know how to work with historical concepts, understand their meaning and significance;
✓ understand the general content of the text quite well;
✓ Students are able to compile chronological tables while comparing historical material;
✓ In general, they provide answers to questions, drawing on additional knowledge and personal experience.
The model of diagnostic CIMs for the Unified State Examination in social studies was consistent with the 2014 model.
The diagnostic work consists of 3 parts, which differ in content, level of complexity and number of tasks. Part 1 contains 20 tasks with a choice of one answer out of four proposed; Part 2 includes 8 short answer questions; part 3 contains 9 tasks with a detailed answer (the answer is formulated and written down by the examinee independently in a detailed form; the tasks of this part of the work are aimed at identifying graduates who have the highest level of social science training).
4 tasks of part 3 (C1-C4) are combined into a composite task with a text fragment and are mainly aimed at identifying the awareness of perception and accuracy of reproduction of information contained in the text in an explicit form, at transformative reproduction and interpretation of the text without involving contextual knowledge, at characterizing the text or its individual provisions based on the course studied, based on the knowledge gained; on the use of text information in another cognitive situation, the formulation and argumentation of value judgments related to the provisions of the text. Task C5 reveals the level of understanding and application of theoretical concepts in a given context; C6 - a task that requires the specification of theoretical positions using examples of social life; C7 - task-task requiring analysis of the presented information, including statistical and graphical; C8 - a task that requires drawing up a complex plan for a detailed answer on a specific topic in a social science course. In each version of the KIM, tasks C1-C8 represent any five of the six sciences that underlie the social science course (philosophy, economics, sociology, political science, social psychology, jurisprudence). The work ends with an alternative task (C9), requiring students to write a mini-essay (essay) on one topic out of five, offered to students in the form of aphoristic statements. Each topic-statement correlates with one of the six basic sciences of the social science course (philosophy, economics, sociology, political science, social psychology, jurisprudence).
The tasks vary in nature and level of difficulty. Tasks of increased and high levels of difficulty, in contrast to basic ones, involve more complex, usually complex, cognitive activity in nature.
The specifics of the subject are taken into account when selecting sources of information used in the work. This is, as a rule, an unadapted text from publications of a scientific, popular science, social and philosophical nature. In addition, for tasks on distinguishing between judgments reflecting facts and evaluative statements, a short message is constructed that is similar in style to media information messages.
2. Main results of DKR in social studies
35 people took part in the DKR: 13 people from MAOU "Secondary School No. 46", 7 people from State Budgetary Educational Institution "Secondary School No. 2", 14 people from State Budgetary Educational Institution "Secondary School No. 3", 1 person from "Prokop-Saldinskaya Secondary School". The overall completion rate for schools is 51%.
The average score on a 59-point scale was 16 points (40 points on a 100-point scale):
The most general picture of the final indicators is given by the distribution of exam participants by primary and test scores. Look (DKR results in social studies).
3. Analysis of the implementation of diagnostic work on control objects
Among multiple-choice tasks, tasks assessing the correctness of two judgments have lower scores. Such indicators are not accidental and correspond to the increased level of complexity assigned to this category of tasks. When performing them, students have to operate not with individual concepts and their characteristics, but with more complex logical units - judgments. Each of the two judgments given in the task should be considered from the perspective of their compliance with modern scientific ideas in the field of social science. These judgments are connected by a common subject of consideration, which is indicated in the condition.
The tasks of Part 1 are most successfully completed in relation to the social sphere of society. This section of the course, which is the most compact and well-developed in textbooks, is obviously well absorbed by students.
In the “Man and Society” section, lower scores still fall on tasks related to problems of cognition.
Knowledge of the economic section of the course has improved somewhat compared to the results of previous years. In particular, students began to cope better with task A8, which presents information in graphical form. At the same time, there are gaps in knowledge of some basic economic concepts, such as “demand”, GDP, “state budget”.
In the field of political science, the concept of “state form” remains problematic.
Among the legal issues, the issues of citizenship and legal forms of economic entities remain difficult.
Let's turn to other parts of the work.
Let us consider these indicators from the point of view of the development of individual skills and methods of activity among graduates, since the completion of each of these tasks presupposes not only the presence of certain knowledge, but also the ability to transform it, correctly use concepts in a certain semantic context, classify concepts, and relate them to each other . Let us turn to the most typical tasks from this point of view.
Task B1 is aimed at the ability to identify structural elements using diagrams and tables. Task B4 involves choosing the required position from the proposed list and is aimed at identifying such skills as the ability to correlate a concept and its characteristics. finally, task B2 - to choose a generalizing concept for all other concepts presented in the list.
Task B6 is difficult for students, which involves the inclusion of concepts and terms in a certain semantic context.
The data presented show that the tasks of Part 2 of the diagnostic work are not, in principle, insurmountable even for graduates with minimal preparation. Thus, more than half of the graduates correctly systematized the concepts of the proposed logical series and chose unnecessary ones (B2); Most of the students were able to classify, on certain grounds, several positions in the matching task (B3), and transform information about a specific social object (B7).
However, the low result of completing assignment B6 indicates a lack of systemic knowledge of the course and a low communicative culture of graduates. In general, students who did not achieve the minimum score on this task did not master any of the skills tested in Part 2 of the exam paper.
The tasks in Part 3 test the most complex, usually complex, skills and competencies of graduates. Exceptions are tasks C1 and C2, which involve activity at the reproductive level.
The data presented show that the vast majority of exam participants cope with the first two tasks for the text fragment. It should be noted that tasks C1 and C2 work to ensure that examinees with weak social science training receive a minimum Unified State Exam score, since mastery of general academic skills related to reading and understanding text is especially important for their completion. At the same time, a significant part of graduates with poor preparation have not fully mastered these skills.
The results of the DKR showed that some graduates with good and excellent preparation have difficulties when completing tasks C1 and C2. It is interesting that the results of completing task C1, which involves searching the text for information presented explicitly, by graduates with excellent preparation are somewhat lower than the results of completing task C2, which requires some transformation of text information. Perhaps this fact indicates that in the process of teaching schoolchildren in this group, special attention is paid to solving problems of a transformative and creative nature to the detriment of practicing a number of cognitive actions of a reproductive nature. As a result, some of the most prepared graduates find it difficult to extract information from the text on given questions, but have no problems analyzing individual ideas in the text using contextual social science knowledge.
It should also be noted that the majority of students practically did not begin to complete Part C, and, if they did, they completed only the first two tasks.
Those students who completed tasks C4, C5, C6 and C7 generally completed the tasks and demonstrated the ability to apply knowledge about the characteristic features of social objects and argue their own position, as well as the ability to establish correspondence between the essential features and characteristics of social phenomena and social science terms and concepts .
Only 16% of students started completing task C8. The drawing up of the plan was more or less completed by the two graduates who completed this task.
Drawing up a plan on a specific topic requires possession of a complex of knowledge and skills: knowledge of the range of basic concepts, provisions, conclusions on this issue; the ability to isolate the main aspects of a topic, its structural components, give them the form of laconic formulations of plan points that reflect the essence of the issue; the ability to logically build established structural units and give the plan a completed form.
Analysis of the results of the DKR showed that graduates often find it difficult to determine the boundaries of the topic. On the one hand, its important aspects are missed, on the other hand, positions that are not characteristic of this topic are attracted. Often there are plans that in their form correspond to the structure of a plan of a complex type, but do not essentially reveal the issue.
Separately, it is necessary to dwell on the completion of task C9. This task was completed by the most prepared students. Some students did not start writing their social studies essay.
The examinees chose independently which of the five proposed topics to cover in their essay.
The data shows that topics in social psychology and sociology are in demand.
Such priorities can be explained by a number of reasons. First of all, knowledge of sociological subjects is, as the exam results of recent years show, one of the most developed questions in the course. Graduates often demonstrate higher results in this section of the course than in other sections. And this applies to all types of tasks. Topics in social psychology that address problems of interpersonal interaction, group communication, etc., are most closely related to students’ personal social experiences. Therefore, the actual level of argumentation here is most obvious. A topic from this area can always help out in cases where there is no confidence in the successful disclosure of other topics from among those proposed.
4. Conclusions
The audit showed that 51% of DKR participants master the main content of the course at the level of reproducing ready-made knowledge and recognizing the essential features of leading concepts. Developed skills: extract information from an unadapted source; work with conceptual series; fill in the missing link in the scheme; extract information from graphical sources, statistical data presented in tabular form.
At the same time, only a small number of graduates still master complex cognitive skills to transform social information, interpret it, synthesize knowledge extracted from different sources, and use the acquired knowledge to analyze and evaluate social phenomena and processes. And this is precisely the circle of competencies that is formed over a number of years of full-fledged study of the course with the widespread use of problem-cognitive and search methods.
Diagnostic work showed that more than half of the students do not know how to properly distribute work time: the work was carried out for 3 hours and some students did not have time to start completing higher-level tasks (C6-C9). And some students left the classroom altogether after 40 - 50 minutes.
Based on the results, we can conclude that students’ general educational skills are developed at various levels.
Thus, at the average level, graduates have developed the following knowledge and skills:
- recognize concepts and their components: correlate specific concepts with generic ones and eliminate unnecessary ones;
- establish the correspondence of terms and their definitions, concepts and their characteristics;
- search for information and interpret it without using course knowledge;
- name terms and concepts that correspond to the proposed context;
- apply economic knowledge by selecting the necessary items from the proposed list.
- establish correspondence between concepts and their characteristics/examples
- select the required items from the proposed list;
- search for social information on a specific topic from original texts;
- systematize social information on a specific topic from original texts;
Difficulties in the first part were caused by tasks aimed at:
- To identify the ability to classify social information;
- Applying the knowledge gained while studying the course in the situation of analyzing specific value judgments;
At a low level, graduates have developed the following skills:
- Ability to select several items from a list;
- the ability to apply knowledge about the characteristic features of social objects and argue one’s own position
- The ability to establish correspondence between the essential features and characteristics of social phenomena and social science terms and concepts.
- Ability to present social science course material in a condensed form (C8).
The share of tasks that found themselves in the zone of increased difficulty to the total number of tasks was 15% .
The results of the DKR showed that students were insufficiently prepared to perform tasks that required illustrating theoretical positions with factual material and to write essays. It is necessary to focus students' attention on the difference between theoretical reasoning and factual material (the difference between argumentation and examples). Theoretical reasoning includes reasoning of an abstract nature, identifying cause-and-effect and hierarchical relationships with the obligatory use of general scientific and special terminology.
A significant problem when performing task C9 is the criterion that requires identifying several aspects of the problem. Most students cannot consider the designated social problem (situation) from different points of view. In this regard, it is necessary to develop the ability of students, starting from basic school, to consider any social problem (situation) from different points of view (historical-modern, positive-negative, from the point of view of various social groups, etc.).
In accordance with the presented analysis of the results of the DKR in social studies, it is necessary to make adjustments to plans for individual work with students in preparation for the Unified State Exam, as well as organize work on additional study of complex sections and the development of writing skills within the framework of elective and elective social studies courses.
When organizing preparation for the final certification, it is necessary first of all to use the codifier and orient students to work with the verification criteria proposed in the demo version of the work. All documentation regulating the content of the Unified State Examination in social studies is posted on the FIPI website.
The analysis was:
Social studies teacher of the first quarter category Barmina T.A.
Analysis of the annual test in social studies in 8th grade.
Grades: 8 a, b, c, d, e; school number 25.
UMK: L.N. Bogolyubov
Number of people performing the work: 100 people.
Success: 94 people (94%)
Quality: 39 people (39%)
| ZUNs | coped | partially coped | failed |
| 1. They know how to navigate social science concepts and name the main features of phenomena. (A 1,2,4,5,6,8,9,11) | 35,4% | 64,6% | 0% |
| 2. Able to analyze various statements (A 3,7,10,12) | 18,5% | 81,5% | 0% |
| 3. Able to relate concepts and signs (B) | 42,7% | 25,6% | 25,7% |
| 4. Able to draw up a text outline (C1) | 72,1% | 13,4% | 14,5% |
| 5. Able to find information in the text and interpret it in the context of the task (C2,3) | 38,7% | 39,4% | 21,9% |
| 6. They are able to select information from the text that characterizes any social science phenomenon and prove their point of view (C 4.5) | 26,8 % | 45,3 % | 27,9 % |
Because The annual test, unlike intermediate tests, is not thematic, but inter-thematic, and its results are somewhat lower.
Traditionally difficult tasks are those that test the ability to analyze various statements. These tasks are complex because they require a fairly high level of development of long-term memory and the ability to highlight the logical relationship of phenomena, processes, and events. Not everyone can apply social experience when solving C tasks; if the ability to draw up a plan is practiced not only in social studies lessons, then the rate for testing this skill is higher than for other C tasks.
For the future, it is necessary to develop a selection of tasks aimed at developing information competence, and to more often include work with texts in lessons.
Analysis of the entrance test in social studies in 9th grade.
UMK: L.N. Bogolyubov
Purpose: checking the registration records, determining job prospects.
Number of people performing the work: 93 people.
Success: 73 people (78.5%)
Quality: 29 people (31.2%)
Analysis by educational lines:
| ZUNs | coped | partially coped | failed |
| 1. They know how to navigate social science concepts and name the main features of phenomena. (A 2,5,7,8,9B2,3) | 43,9% | 56,1% | 0% |
| 2. Able to analyze various statements (A 1,3,4,6,10) | 25,5% | 74,5% | 0% |
| 3. Able to relate concepts and signs (B1) | 73,8% | 20% | 6,2% |
| 4 . Able to draw up a text outline (C1) | 53,7% | 34,2% | 12,1% |
| 5. Able to find information in the text and interpret it in the context of the task (C2) | 32,9% | 59,1% | 8% |
| 6. They are able to select information from the text that characterizes any social science phenomenon and prove their point of view (C 3) | 30,4% | 21,4% | 48,2% |
Problems and work planning.
Analysis of the input work showed that certain difficulties for students are caused by tasks to analyze various statements and select the correct one among them, and tasks to determine the essential features of phenomena and social science concepts, therefore it is necessary to develop a system of tasks for home and in the classroom to develop these skills. It is necessary to include interactive techniques and methods (insight, clusters, the “six hats” method, etc.) aimed at developing analytical skills.
As before, working with texts causes difficulties; if drawing up a plan and finding information in the text is solvable for students, then there is no evidence base. Almost all works lack their own, clearly formulated point of view on the problem. It is necessary to recommend that students often watch educational, popular science programs on TV, read the press and classical literature.
Analysis of the annual test in social studies in 9th grade.
Grades: 9 a, b, c, d; school number 25.
UMK: L.N. Bogolyubov
Purpose: checking ZUNs.
Number of people performing the work: 74 people.
Success rate: 70 people (94.6%)
Quality: 31 people (41.9%)
Analysis by educational lines:
| ZUNs | coped | partially coped | failed |
| 1. They know how to navigate social science concepts and name the main features of phenomena. (A 1,2,3,4,8,9B1,3) | 56,2% | 43,8% | 0% |
| 2. Able to analyze various statements (A 6.7) | 48,7% | 51,3% | 0% |
| 3. Able to relate concepts and signs (B2) | 80% | 18,7% | 1,3% |
| 4. Able to find information in the text and interpret it in the context of the task (C2,3) | 34,5% | 56,8% | 8,7% |
| 5. They are able to select information from the text that characterizes any social science phenomenon and prove their point of view (C 4) | 46,8% | 29,1% | 24,1% |
Analysis of the input work showed that certain difficulties for students are caused by tasks on analyzing various statements and identifying the correct one among them, and tasks on identifying the essential features of phenomena and social science concepts, therefore, in the lessons, work was carried out to develop the ability to identify the main and essential features of the object being studied.
The percentage of completion of these tasks has increased.
The test is quite complex, like the whole topic “State and Law”. But, despite the complexity, such tests should be carried out so that students oriented towards entering the specialized 10th grade can imagine the typology and complexity of those tasks that can be used in the State Academic Examination, in particular, special attention is given to questions that require the ability to apply theoretical knowledge in solving problematic and situational issues, drawing on one’s life experience and information from various sources of information.
The analysis showed that it is necessary to include as many test tasks as possible in lessons, involving and testing not only knowledge on homework, but also on previous topics.
Last year, the results for the final control were lower than for the entrance control, so this academic year a repetition system was developed, which gave its results - success was higher than the results of the entrance control by 16.1%; quality – by 10.7%.
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Analysis of the results of rehearsal work
in social studies in the form of the Unified State Exam in 11th grade
Date: December 2016
The main goal of the work was to assess the quality of social studies training of 11th grade students
Rehearsal work consists of one part, which differs in the content of the tasks. A total of 20 tasks with a short choice of answer. The answer to the tasks is a word (phrase), number or sequence of numbers.
Contents of the rehearsal room work reflected the integral nature of the subject. All assignments covered the main sections of the course, the basic provisions of various areas of scientific social science. The objects of testing were: a wide range of subject skills and types of cognitive activity, knowledge about society in the unity of its spheres and basic institutions, social qualities of the individual and the conditions for their formation, the most important economic phenomena and processes, politics, law, social relations, the spiritual life of society.
Maximum score: 35b. Passing score: 19 points.
15 out of 18 students took part in the rehearsal work.
The job was done:
5 hours – from 25 to 32 points.
6h. – from 19 to 22b.
4h. – up to 19 b.
The average % completion of Part 1 tasks was 33%.
Questions 3,5,6,8,9,12, 15,16, 18 - 75% of students do not cause serious difficulties, but there are difficulties with questions 1,2,4,7,10,11,13, 14, 17.20 -50% study.
Based on the work we can conclude:
1. Students have developed the ability to recognize the signs of concepts, characteristic features of the form of cognition, work with tables and diagrams, establish correspondence between terms and their definitions, and distinguish them from the general.
2. The ability to name terms and concepts, social phenomena corresponding to the proposed context is much less developed.
2. Particular attention should be paid to individual elements of the course content, the performance of which turned out to be below average, and also to work out the methodological issues of teaching certain types of activities required by the assignments.
Teacher: T. N. Chalikova
Analysis of the trial Unified State Examination in social studies (school level)
11th grade students.
On December 26, 2014, a trial Unified State Examination in social studies was held. Out of 3 students in 11th grade, 3 students chose and completed the exam.
The main purpose of the exam was to assess the quality of social science training of secondary (high) school graduates.
The content of the examination paper reflected the integral nature of the subject. All assignments covered the main sections of the course, the basic provisions of various areas of scientific social science. The objects of testing were: a wide range of subject skills and types of cognitive activity, knowledge about society in the unity of its spheres and basic institutions, social qualities of the individual and the conditions for their formation, the most important economic phenomena and processes, politics, law, social relations, the spiritual life of society.
The trial examination paper consisted of two parts, which differed in content, degree of difficulty and number of tasks. The total number of tasks is 36. Part 1 contains 27 multiple-choice tasks. Part P contains 9 tasks with detailed answers. These tasks required a complete answer (give an explanation, justification, express and argue your own opinion). The maximum primary score for completing all tasks of the examination work was 62 points.
The content area of the control and measurement materials included five blocks: man and society; economy; social relations; policy; right. The content of the trial examination paper met the standard requirements for the level of preparation of 11th grade graduates.
The trial examination paper in social studies was presented in one version.
It took 3 hours 55 minutes (235 minutes) to complete the entire work.
All students did a good job completing Part 1 tasks. Two students completed a set of tasks in part 2 (28-31) - working with text; with attribution of the document, clarification of the essence of the problem described in the source, identification of the author’s positions, identification of examples given in the text, distinctive features, characteristics.
The greatest difficulty was caused by task 36 - identifying the causes and properties of social phenomena and processes - in them, students were not able to present their own points of view when revealing the problem, apply the terms and concepts of the social science course, argue their position based on the facts of social life or their own experience .
During the trial exam, students showed the following results:
Student's full nameNumber of points 1 part
Maximum: result
Number of points part 2
Maximum result
Total points
Kagarev R.
35 b. 31 b.
27 b. 12 b.
43 b.
Larichev V.
35b. 29 b.
27 b. 4 b.
23 b.
Sultanov T.
35 b. 35 b.
27 b. 12 b.
47 b.
1. Continue work on preparing 11th grade students for the unified state exam, taking into account the mistakes made by the participants when completing assignments.
2. Pay attention to the formatting of answers in part 2, which should not cause a decrease in results and loss of points for the correct answer due to filling out the form.
3. Direct students in Part 1 to complete all answers.
4.Teach them to rationally distribute time when doing work. 5. Convey to them that the work must be neatly formatted and written
legible handwriting.
6. Make wider use of problem-based learning methods, new ones
technologies.
7. Teach children to compare, compare judgments about social phenomena, identify signs, systematize facts, concepts, extract information from a source.
8.Draw students’ attention to completing tasks 36, because Many students were unable to present their own point of view when solving the problem, apply the terms and concepts of the social science course, or argue their position based on the facts of social life and personal experience.
The tasks of the first part of the multiple-choice examination are aimed at recognizing and comparing signs, traits, elements of the description of social objects, correlating theoretical material with realities of life, assessing the truth of judgments about social phenomena. The second part of the work (tasks with a short answer) tests the ability to identify the structural elements of social science knowledge using diagrams, correlate specific concepts with generic ones, classify social objects and their characteristics, select several correct positions (characteristics, manifestations) from the proposed list, differentiate in social information facts and opinions, identify terms and concepts in the proposed context.
The examination paper consists of one part, which differs in the content of the tasks. A total of 20 tasks with a short choice of answer. The answer to the tasks is a word (phrase), number or sequence of numbers. 2 hours 10 minutes (130 minutes) are allotted for completion.
Part 1 tasks test the following skills: identify essential features of key social science concepts; evaluate the above provisions from the point of view of their compliance with modern scientific ideas; characterize social objects based on simulated social situations; search for social information presented in such sign systems as diagrams, diagrams, tables; compare social objects, identifying their common features and differences.
Full name