Research On The Mathematics Test Questions Of Senior High School Entrance Examination Based On The SOLO Classification And Evaluation Theory

Since 2018,Chongqing High School Entrance Examination has achieved a junior high school level examination as a "mixture of both examinations" for combining the two of junior high school graduation and general high school enrollment.Some regions and provinces including Yuzhong and Jiangbei perform the consolidated organization of examinations.Then,the city education committee identified admission scores,including unified school enrollment methods within the scope of collective recruitment.The examination documents for Chongqing Senior High School Entrance Examination each year are classified into type A and type B.The entrance examination of the juvenile is type A,and the non-JUPAS is type B.The entrance examination has an evaluation function of mandatory education under the junior high school stage.Also,it is a selective examination for the senior high school entrance examination,which has operated a significant role in triage.The senior high school entrance examination is a device of instruction and has a certain guiding effect on instructors' education.In this case,it is very important to do well in the evaluation of the mathematics test questions of the high school entrance examination.The research discovered that the arrangement of the Chongqing type A and type B documents is held in the same way every year.Moreover,the knowledge field is approximately the same,as well as the difficulty of the test questions.Consequently,this study only uses the Chongqing high school entrance examination document type A from 2017-2021 as the inquiry material."Structure of the Observed Learning Outcome" is also committed as SOLO for logogram,which means under the director of “measurable studying achievements structure classification evaluation” theory.It was originally intended to be a mathematical interpretation of the high school entrance examination math test document type A from 2017-2021.Within Chongqing under the guidance of the observable education outcome,then,consolidate the structure classification and evaluation theory,all stay with the same curriculum standards.Based on the level of abstraction proffered by examinees when solving specific problems,then,the middle school entrance examination questions are divided into four levels from down to up,and they are single-point structure level(U),multi-point structure level(M),and related structure level(R)and extending the level of abstract structure(E).Moreover,separate and calculate the content areas from SOLO levels of particular questions for the examination document.From the horizontal and vertical aspects,the content areas of the 2017-2021 high school entrance examination questions.The past five years in Chongqing and analyzed the percentage of the scores from each SOLO level.At last,through comparative investigation,the conclusion are as follows:1.The content of the exam questions in Chongqing Municipality ensures stability.The exam questions are essentially centered at the multi-point structure level(M)and the points of single-point structure point is relatively in accordance with the associated structure level(R).Among these points,the extended abstract structure level(E)has the lowest score.2.Perform a longitudinal comparison of the examination questions in the past five years,according to the interpretation of the level of SOLO.The difficulty of the examination questions has exposed a downward trend.Especially in recent two years.3.When look from the knowledge field of examination,and according to the course criteria,the distribution of various knowledge mode is relatively stable in the senior high school mathematics test questions in Chongqing,and the knowledge covers a wide range,also,there are requirements for depths for the knowledge.And come up with related advice for teaching of front-line teachers,the study of middle school students,and the examination work of test-makers on the mindset layer of mathematics test questions: For front-line teachers,SOLO classification theory can help teachers realize "process evaluation" of students in normal teaching.Teaching should be based on class schedule.Students at different levels of thinking can be taught in different levels and their homework can also be arranged in different levels.For students,learning should attach importance to the foundation,and high-level thinking should have a solid foundation.For the proposition maker,SOLO classification theory can be used to think about the proposition from the level achieved by students' thinking.