Study On Inconsequent Examination Question Of Math Test In Compulsory Education And It’s Attribution Analysis

With the development of Quality Education, new curriculum reforms steadily carryforward. At present, the lag of evaluation reform is a bottleneck to China’s education reform.And lack of some assessment technology is its performance. Evaluation in compulsoryeducation often is not standard, such as with some disharmonious questions in the paperwhich reduce the effectiveness of the test paper. Teacher, as practioners of teaching, plays animportant role in the daily test proposition. The formulation of questions and papers w hich isone of teachers’job,is an important part of evaluation of teachers. More and more people puttheir attention on studying the formulation of questions and papers.In this background, this study focuses on ‘inconsequent examination question’ ofcompulsory education mathematics text. This article defines the‘inconsequent examinationquestion’ based on the principle of scientific, fairness and basic proposition, contrary, willlosing its validity, disharmonious problems in the title. By looking through inconsequentexamination question on the National Examination Mathematical Evaluation Report andrelated literature, some midterm and final papers, then classify them. And combined withinterviews of backbone teachers attribution analysis.Then choose different types ofinconsequent examination question into questionnaire and given out to120teachers which arechosen in two primary schools and four secondary schools and backbone teacheers trainingclasses(the actual issued141questionnaires with recove ry141questionnairs,120validquestionnaires,effective rate was85%). Analysis ’wrong question’of the main types and causesand investigate the level of teachers’ability of making papers. On the basis of analysis ofdateprocessing, put forward some relevant ideas and suggestions.Survey found that:First, inconsequent examination questions can be divided into three categories incompulsory education stage.The first kind is Scientific wrong which includes the concepts of questions are improperand misrepresentation.The second kind is that beyond the scope of students’ ability.The third kind is Proposition technical wrong which means an improper topic, contraryto exam preparation required and the goal of test is not clear.According to three research staff and two backbone teacher of focused interviewsshow:the main reason of this problem, mainly including the originator of ht text is notrigorous, and leave the teaching practice away, and don’t have a thorough understanding about ‘Compulsory Education Mathematics Curriculum Standards (trial version)’. And theoriginators’ level of proposition thesis is low and their exam review work does not reach thedesignated position.At the same time, this research analyzes the problem of inconsequent examinationquestion and correct.Second, survey math teachers for inconsequent examination questions and its attributionin the mathematics test recognition rate is low, it is imperative to improve the ability ofteacher of mathematics recognition.Analysis on120questionnaires survey, the situation of mathematics teachers to correctlyidentify inconsequent examination questions is worrying:the concepts of the texts is not right(respondents were able to identify those accounts for23%of Junior High School, respondents were able to identify those accounts for87%ofPrimary School)，poorly designed (respondents were able to identify those accounts for77.3%of Junior High School),misrepresentation(respondents were able to identify those accountsfor90.7%of Primary School).beyond the scope of students’ ability (respondents were able toidentify those accounts for79%of Junior High School, respondents were able to identifythose accounts for23%of Primary School) Improper testing types (respondents were able toidentify those accounts for17%of Junior High School, respondents were able to identifythose accounts for9%of Primary School)， contrary to exam preparation required(respondents were able to identify those accounts for74%of Junior High School)，the tests’goal is not clear(respondents were able to identify those accounts for19%of Primary School).Through the analysis of the questionnaire of teachers, we can conclude that mathematicsteachers in compulsory education stage are lack of ability for proposition. And they can’trecognize the wrong topic. The current situation is as followed: Function and features ofexamination questions and the preparation required is not clear；When the teacher preparequestions in concern of ‘Compulsory Education Mathematics Curriculum Standards (trialversion)’ is not enough；Teachers are lack of motivation for preparing questions and testpreparation method is simple and rough；Teachers participate in study or training-relatedquestions are very necessary.Third, suggestions for improvement:1．Schools should promote systematic employee training for teachers on making testpapers and constantly improve the level of propositions of mathematics teachers in primaryand secondary school.2．Strengthen the learning of‘Compulsory Education Mathematics Curriculum Standards(2001edition)’.3．Establish a test system security.4． Schools should make a combination between teachers’ assessment and the performance evaluation system.In this study to the compulsory education stage mathematics test “inconsequentexamination question” type of summary, and the case of the problem discussion, complementthe study of inconsequent examination question, produce positive effects on proposition toavoid similar problems, at the same time to improve teachers’ proposition can be used forreference level.