Analysis Of Consistency Between Physics Middle School Entrance Examination Questions And Curriculum Standards

The"Overall Plan for Deepening the Reform of Educational Evaluation in the New Era"clearly points out that it is necessary to give full play to the baton role of educational evaluation,and the main way of educational evaluation in China at this stage is examination.The junior high school academic level examination is a measure of whether junior high school students meet the graduation requirements and the criteria for selecting students in high school and secondary vocational schools,which plays a guiding role in teaching.As a teaching guidance document,the physics curriculum standard of compulsory education has made requirements for physics teaching and evaluation,academic level examination proposition and so on.Therefore,whether the consistency between the test questions and the curriculum standards indirectly affects whether the teaching can practice the curriculum standards.So conducting consistency research between the two has practical significance.This paper intends to use the Porter’s alignment analysis model and Webb’s analysis model to analyze the consistency between the physics examination questions and the curriculum standards in Shaanxi Province in the past five years from different dimensions.Firstly,the curriculum standards and test questions are analyzed and coded.Based on the Porter’s alignment analysis model,a two-dimensional matrix of’content theme×cognitive level’is created.Then,the poter model is used to quantitatively analyze the consistency between the two,and finally the Webb’s analysis model is used to supplement the consistency micro-analysis from four dimensions.The results of Porter’s alignment analysis model show that the P values of the test questions and the curriculum standards in Shaanxi Province from 2018 to 2022 have not reached the consistency index P₀ as a whole,which mean that consistency between the two is not good.But it shows a benign trend of increasing year by year,indicating that the test questions are gradually approaching the curriculum standards.For the examination of each content theme,it is found that the examination of’changes of state of matter’and’material characteristics’is weakened,and more examination of’movement and interaction’and’electricity and magnetism’are examined.For the examination of cognitive level,the overall cognitive level of the test questions taking into account the selection function is slightly higher than the requirements of the curriculum standard,which is mainly reflected in the reduction of the examination of’knowing’level and the increase of the examination of’understanding’level.The examination of the remaining cognitive level also has certain fluctuations,but the whole has a reasonable consistency.The results of Webb’s alignment analysis model show that’motion and interaction’,’electricity and magnetism’and’work and energy’have good consistency in the types of knowledge,and the rest do not reach an acceptable level.In terms of knowledge depth,except for’wave’and’electricity and magnetism’,’work and energy’,there are two years without consistency,and the rest are generally consistent.In terms of knowledge breadth,due to the limitation of test paper capacity and examination time,only’movement and interaction’and’wave’have reached breadth consistency in some years.The balance of knowledge distribution is the best,exceeding the balance index of 0.7.The research results are discussed,and suggestions are given for reflection:In the process of education and teaching,curriculum standards should be taken as the direction,and the curriculum standards,teaching materials,teaching and examination should be regarded as an organic whole.As a teacher,we also should focus on basic knowledge system and experimental skills,and focus on students’process evaluation and students’internalization of knowledge.Combined with the current teaching situation,the Academic Level Examination should adjust the difficulty appropriately and improve the breadth.