DOCSLIB.ORG

Exam Examinations: Unified State Examination 10 Years

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Exam Examinations: Unified State Examination 10 Years Exam examinations: unified state examination 10 years 5 life hacks to prepare for the exam in English In Russia the law on the exam marks 10 years, but the concept of the exam much longer. First experiences with the implementation of a unified examination date back to 1997. Then, some schools have started testing according to the methodology of the exam. The tests were rather crude, but conceptualized. Ideologist of the introduction of the exam was the current rector of PFUR Vladimir Filippov and former Minister of education of the Russian Federation (Filippov also actively advocated the accession of Russia to the Bologna system of higher education). In an interview with TASS Filippov said: The idea (use) belongs to all our educational community. In the obvious form it was first put forward at the Congress of education workers in the Kremlin in early January 2000. Vladimir Filippov A year after the Congress in the Kremlin, in 2001, the experiment with the exam was conducted in the republics of Chuvashia, Mari El, Yakutia, Samara and Rostov regions. The students passed examinations in Russian language, mathematics, biology, physics, history, chemistry, and social studies. In those days, the results of a single test is not mandatory for admission to the University. But this changed in 2009, when the exam became compulsory. Today the exam is conducted for 18 subjects and is compulsory for all applicants to higher educational institutions. (source: greenmama.ru) Tested courses to prepare for the exam and the OGE In subsequent years, the list of regions, conducting exam, grew along with the number of participating pilot graduates. In practice, tested technology of data collection and processing, were training, and most importantly — developed public debate on the question of the exam. Foreign experience On the territory of the former USSR exams like exam are not something unique. Similar exams exist in Ukraine (EIT independent External evaluation), Kazakhstan (UNT — Unified national testing), Belarus (Centralized testing) and Azerbaijan (TQDK — the state Commission on student admission). All of these systems are not identical, differ in small and large details, but in principle solve the same task — to bring schooling to more or less the same standard and to enable all high school graduates to enroll in those colleges to which they wish regardless of distance, money and personal interest are involved in the admission of persons. 9 useful YouTube channels to prepare for the exam Abroad, one of the most durable and advanced test certification of systems used in the USA. American colleges and universities take the following common types of examinations: SAT (Scholastic Achievement Test) is launched in 1926,prepared by the pedagogical testing service ETS (Educational Testing Service — 1947) and the Committee on the colleges (College Board — 1899), and the test ACT (American College Testing) — 1959. Remnants of the Soviet system and the prerequisites for implementation The Russian education system is very much inherited from the Soviet era. Exams was one of the sick issues of the educational system. Corruption (for example, purchase of medical certificates to obtain preferential status of the applicant), the inability to go to College to children from remote areas, lack of uniform admission standards that turned the universities into "a state within a state" with its own rules and procedures of admission. Now, all universities have a list of items and points that need to recruit the applicant. Take the right amount you're. (source: medicinform.net) Previously, the student had to pass two tests: one final examination in all school subjects, and the second entrance in the University. It is worth saying that today, some universities with a special status (e.g. St. Petersburg state University and Moscow state University), and creative universities (various art and theatre) has retained its special introductory competitions. According to the former Minister of education of Russia Vladimir Filippov, the introduction of the exam was due to two large issues that remained from Soviet times: "first, we needed an objective mechanism to evaluate the performance of graduates of the school, because the exam in high school, usually the same teacher who taught, and exhibited the rating on the exams — that is actually himself, so the two were extremely rare. Second, was the problem with the universities, which imposes different requirements for the applicants for the same specialty, who sometimes even surpassed the level of the school curriculum. Another problem was the fact that for the inhabitants of Siberia and the Far East, for example, because of distance and money, it was difficult to come to another city to apply to the University. Especially considering the fact that each of them had their own paid training courses, graduates which has always been much easier to go". (source: vse-frazi.ru) Such conditions have created the conditions for the modernization of the graduation certification form and bring it to a uniform pattern. Filippov and his followers did a lot for this. Through their work to pupils from distant villages, towns and settlements in Siberia, the far East or in the Northern Urals is now no need to spend huge money on travelling to the places of entrance exams in the Central universities. Thanks exam can only send copies of examination results by mail and enjoy the warm summer. This opportunity is priceless, because now people are more likely to take advantage of educational social mobility. Thanks to a study at the University recent graduates have the opportunity to begin to live in a big city and to reach their potential. Resistance The education community is split on the question of the implementation of the exam. Existed (and still exist) large groups of teachers, parents, students and pupils, who understand all the pros and cons of the exam, but still in favor. And there are those who are against. So, opponents of the exam are University professors, because they used to do tutoring and to prepare children specifically in your University. Before University Tutors preparing graduates solely for exams in St. Petersburg state University, ITMO teachers trained in ITMO and so on. The exam showed General requirements, destroying the old system, and many University professors have lost their additional income. "In turn, the rectors were against it, because with his entrance exams to decide who to take, who not," says Vladimir Filippov. The pros and cons of the exam The exam allows you to compare the quality of schooling in different parts of the country. However, as with any complex system, the exam is not ideal. The exam large number of disadvantages, which are often the mirror image of his advantages. (source: pikabu.ru) For example, one of the declared advantages of the exam is that the exam provides an absolute transparency, which guarantees to all graduates of the General conditions. The cheating is almost impossible — in the classroom is being monitored constantly, at the slightest sign of cheating or use of mobile student is sent to retake them, and his job is canceled. But as they say, the hackers in any security system the weakest link is people. Because of this, the conditions for students are not equal. Somewhere control can be very tough, but somewhere there. Somewhere for students openly can solve the teacher, as it happens in small villages, for example. The author of this text went to University with a guy from a distant village in Buryatia, whose parents work at a local school. It so happened that they had the exam for my son. In this context, it is difficult to say that the quality of knowledge of rural graduates can objectively compete, for example, with the Central schools. But the question of objectivity in General very difficult. (source: livejournal.com) For many years a school teacher worked in the same paradigm, and the exam changed. Here we see how the mass-oriented Soviet school tradition meets with the exam that is designed to teach new. As a result, the exam is prepared on the basis of old models, which negatively affects the quality of knowledge. Probably fix it it can only a new generation of teachers. Implementation difficulties of the exam The exam prevents a number of factors. In the first place — the very Patriotic school tradition. Teachers and students have come under severe pressure. From the results of the exam depends on the prestige of the school and the loyalty of officials from the local Ministry of education. Is not the process of learning and the pursuit of numbers and targets. Children are under constant pressure. Ideally, the exam should develop responsibility for themselves and for their lives, but in practice it turns out that the student is responsible for school, for teachers, for the region. And responsibility for themselves among the lost. The school is not saying that after the exam does not end life, it is possible to try again. For the students the exam is like a fairytale that ends with "they lived happily ever after". After the exam though temporary collapse occurs. For Teens that are in the process of identity formation, this is a very serious stress, which not many can handle. In the English language is the word "overcare" that can be translated as "Hyper". But only in the Russian school of Hyper this turns into a vicious circle where a student acts as a tool to achieve quantitative indicators. In addition to bureaucracy and corruption the effective functioning of the exam interfere with other factors. For example, the inadequacy of textbooks, the knowledge, which makes the exam. But it is rather not a problem of a single exam. The exam complies with the Federal standards of education, but the textbooks..
Load more

Recommended publications
  • Gaokao Admission
    University of San Francisco Gaokao Admission Frequently Asked Questions What is Gaokao Direct Admission? USF offers a special, accelerated admission procedure for Chinese students who have achieved excellent Gaokao scores. Applicants will be admitted to USF based solely on their Gaokao test scores and a one-on-one interview with University staff, designed to evaluate English proficiency. There are no other admission requirements. Interviews in July enable students to begin their education in America immediately– –without spending an extra year preparing for IELTS, TOEFL or SAT tests. Interviews begin in mid-July, applicants receive their results within 24 hours of the interview, and formal admission letters are sent within a week. Students therefore have enough time to apply for F-1 student visas, and can attend USF in the Fall (August) Semester. Students who qualify in July can postpone their admission to the following Spring (January) Semester, if they prefer. Interviews are also held in late November or early December each year. Students who complete these interviews successfully can enter USF in the Spring (January) Semester or the next Fall (August) Semester. Why is USF doing this? For many decades, USF and the City of San Francisco have welcomed students from China. Our Chinese alumni have done very well in life after USF, both professionally and personally. Current Gaokao and other Chinese students enrich the educational experience of international and domestic students, alike; all benefit from the international network of friends made and colleagues introduced here at USF. Over the past few years, we have seen a steady increase in the academic ability and achievements of Chinese applicants to USF.
    [Show full text]
  • Japanese University Entrance Examination Problems in Mathematics
    Japanese University Entrance Examination Problems in Mathematics Edited by Ling-Erl Eileen T. Wu Mathematical Association of America Table of Contents Introduction .......................................................................................................3 1990 University Entrance Center Examination (UECE) ...............................................................4 Results of Performance on 1990 UECE ..............................................................................7 Evaluation of 1990 University Entrance Center Examination (UECE) I. Opinions of and Evaluations by Senior High School Teachers 1. Preface ....................................................................................................7 2. Content and Scope of the Exam Problems .....................................................................8 3. Analysis of the Exam Problems ..............................................................................9 4. Summary .................................................................................................10 II. Analysis by Division of Research, Senior High School Division, Association of Japanese Mathematical Education 1. Guidelines for Exam Problems ..............................................................................11 2. On This Year’s Problems ...................................................................................11 3. Students’ Group Divisions and Performances .................................................................11 4. Content and Intent of Math
    [Show full text]
  • The Relationship Between AP® Exam Performance and College Outcomes
    RESEaRch REpoRt 2009-4 The Relationship Between AP® Exam Performance and College Outcomes By Krista D. Mattern, Emily J. Shaw, and Xinhui Xiong VALIDITY College Board Research Report No. 2009-4 The Relationship Between AP® Exam Perfomance and College Outcomes Krista D. Mattern, Emily J. Shaw, and Xinhui Xiong The College Board, New York, 2009 Krista D. Mattern is an associate research scientist at the College Board. Emily J. Shaw is an assistant research scientist at the College Board Xinhui Xiong was a graduate student intern at the College Board. Researchers are encouraged to freely express their professional judgment. Therefore, points of view or opinions stated in College Board Reports do not necessarily represent official College Board position or policy. About the College Board The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of more than 5,900 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success — including the SAT® and the Advanced Placement Program®. The organization also serves the education community through research and advocacy on behalf of students, educators and schools. For further information, visit www.collegeboard.org. © 2009 The College Board. College Board, Advanced Placement Program, AP, SAT and the acorn logo are registered trademarks of the College Board.
    [Show full text]
  • Guide for IB Students Applying to US Institutions
    Guide for IB students applying to US institutions This guide provides a brief introduction to the US higher education system and its application process, as well as information specifically relevant to IB students applying to US institutions from outside of the US. The US context search opportunities and classes in a wide variety of fields of study. Because of the high number of faculty research More than 4,500 accredited institutions make up higher grants, public institutions tend to have large departments education in the US. Unlike in many countries, US higher offering a variety of degrees. These institutions tend to education institutions are not centrally organized or man- be very large and, because of government subsidies, are aged, but are autonomous and accredited by indepen- typically less expensive to attend than private institutions. dent regional bodies. Private institutions receive the majority or entirety of Bachelor’s degrees their funding from alumni donations, faculty research grants and tuition fees. This typically makes them more The bachelor’s degree is the main undergraduate degree expensive to attend, but allows for more resources avail- type at US universities and colleges. It is usually complet- able to students. ed in four years of full-time study and is awarded after completing a specified number of credits in a major field. Liberal arts institutions offer courses in the arts, hu- Students typically earn credits for courses they take, and manities, languages, mathematics and social and phys- these credits count towards the completion of a pro- ical sciences. The majority of liberal arts institutions are gramme.
    [Show full text]
  • The SAT® and SAT Subject Tests™: Discrepant Scores and Incremental Validity by Jennifer L
    RESEARCH REPORT 2012-2 The SAT® and SAT Subject Tests™: Discrepant Scores and Incremental Validity By Jennifer L. Kobrin and Brian F. Patterson VALIDITY Jennifer L. Kobrin is a research scientist at the College Board. Brian F. Patterson is an assistant research scientist at the College Board. Acknowledgments The authors would like to thank Suzanne Lane and Paul Sackett for their helpful suggestions on earlier versions of this report. Mission Statement The College Board’s mission is to connect students to college success and opportunity. We are a not-for-profit membership organization committed to excellence and equity in education. About the College Board The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of more than 5,900 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success — including the SAT® and the Advanced Placement Program®. The organization also serves the education community through research and advocacy on behalf of students, educators and schools. For further information, visit www.collegeboard.org. © 2012 The College Board. College Board, Advanced Placement Program, AP, SAT and the acorn logo are registered trademarks of the College Board. SAT Reasoning Test and SAT Subject Tests are trademarks owned by the College Board.
    [Show full text]
  • 2 Matura Exam Practice © Oxford University Press Speaking Discussing a Topic 10 Topic Shopping and Services
    HeadwayNew Matura Exam Practice and Culture & Literature Companion Basic Level 2 HeadwayNew Matura Exam Practice and Culture & Literature Companion Basic Level 3 Contents Matura Exam Practice 1 Reading Multiple matching People p4 2 Listening Multiple matching Education p5 3 Writing Informal letter Hospitality and food p6 4 Speaking Comparing and discussing Employment p7 5 Use of English Word formation Culture and sport p8 6 Reading Matching People p9 7 Reading Open cloze Shopping and services p10 8 Listening Multiple choice Science and technology p11 9 Reading Multiple choice State and society p12 10 Speaking Discussing a topic Shopping and services p13 11 Writing Discursive essays State and society p14 12 Reading Matching Travel and tourism p15 13 Use of English Multiple choice cloze Culture p16 14 Reading Multiple choice Travel and tourism p17 15 Writing Notes and messages People p18 16 Reading Gap fill Culture p19 17 Listening Multiple choice Leisure p20 18 Listening Multiple choice Children p21 Culture & Literature 1 Culture The British Empire p22 2 Culture The Globe Theatre p24 3 Culture Education in the UK and the US p26 4 Culture Super size America; super size world? p28 5 Culture English-speaking capitals p30 6 Culture Australia: Going to live Down Under p32 7 Culture Transport in London p34 8 Literature Sir Arthur Conan Doyle – The Hound of the Baskervilles p36 Matura Exam Practice Answer Key p38 Matura Exam Practice Tapescripts p41 Culture & Literature Answer Key p43 Culture & Literature Glossary p46 ReaDING Multiple matching 1 TOPIC People 3 In pairs, write a word or phrase to summarize the EXAM TIPS meaning of the sentences (1–5) below.
    [Show full text]
  • HB 3 College Preparation Assessment, Industry-Based Certification
    HB 3 College Preparation Assessment, Industry-Based Certification Reimbursement and AP/IB Testing April 21, 2020 TEA continues to work with the Office of the Governor, Texas Department of State Health Services (DSHS) and the Texas Division of Emergency Management (TDEM) to coordinate and plan the state’s response to COVID- 19. In addition, we are working with the College Board, ACT, Inc., and the Texas Higher Education Coordinating Board (THECB) to mitigate the impact on our many Texas students participating in these programs. This letter contains updates on the House Bill 3 (HB 3) SAT, ACT, TSIA and Industry-Based Certification (IBC) testing and reimbursements as well as Advanced Placement (AP) and International Baccalaureate (IB) testing. College Preparation Assessment Guidance: Section Topics Click on the section topics below to go directly to that section of the FAQ • SAT/ACT • Texas Success Initiative Assessment • IB Examinations • Advanced Placement (AP) • HB 3 College Preparation Assessment Reimbursements • HB 3 IBC Reimbursements • Additional Information SAT/ACT National Testing Revised The College Board cancelled both the May 2, 2020 and June 6, 2020 SAT and SAT Subject Test administration. 4/21/2020 Students who registered for May, whose March test centers were closed, or who do not receive March scores because of any irregularities will receive refunds. College Board plans to provide weekend SAT administrations every month through the end of the calendar year, beginning in August. This includes a new administration in September and the previously scheduled tests on August 29, October 3, November 7, and December 5. Students can register for these administrations starting in May and eligible students can register with a fee waiver.
    [Show full text]
  • Fairness on the SAT® Suite of Assessments
    Fairness on the SAT ® Suite of Assessments January 2021 About College Board College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, College Board was created to expand access to higher education. Today, the membership association is made up of over 6,000 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success—including the SAT® and the Advanced Placement® Program. The organization also serves the education community through research and advocacy on behalf of students, educators and schools. collegeboard.org. For further information, visit © 2021 College Board. College Board and the acorn logo are registered trademarks of College Board. PSAT/NMSQT is a registered trademark of the College Board and National Merit Scholarship Corporation. SAT®, PSAT™ 10, PSAT™ 8/9, AP®, AP Potential™, and Skills Insight™ are registered trademarks of College Board. Khan Academy® is a registered trademark of Khan Academy. Suggested citation: College Board. 2021. Fairness on the SAT Suite of Assessments. New York: College Board. Fairness on the SAT Suite of Assessments © 2021 College Board. II Contents Introduction .....................................................................................................................................................
    [Show full text]
  • Is the US at Risk of Losing Its Clear Edge in Higher Education?
    Penn State Journal of Law & International Affairs Volume 5 Issue 2 Contemporary Writings in a Global Society: Collected Works June 2017 We Don't Need no Education - Is the U.S. at Risk of Losing its Clear Edge in Higher Education? Ann M. Murphy Follow this and additional works at: https://elibrary.law.psu.edu/jlia Part of the Diplomatic History Commons, History of Science, Technology, and Medicine Commons, International and Area Studies Commons, International Law Commons, International Trade Law Commons, Law and Politics Commons, Political Science Commons, Public Affairs, Public Policy and Public Administration Commons, Rule of Law Commons, Social History Commons, and the Transnational Law Commons ISSN: 2168-7951 Recommended Citation Ann M. Murphy, We Don't Need no Education - Is the U.S. at Risk of Losing its Clear Edge in Higher Education?, 5 PENN. ST. J.L. & INT'L AFF. 464 (2017). Available at: https://elibrary.law.psu.edu/jlia/vol5/iss2/9 The Penn State Journal of Law & International Affairs is a joint publication of Penn State’s School of Law and School of International Affairs. Penn State Journal of Law & International Affairs 2017 VOLUME 5 NO. 2 WE DON’T NEED NO EDUCATION1 – IS THE U.S. AT RISK OF LOSING ITS CLEAR EDGE IN HIGHER EDUCATON? Ann M. Murphy* 1 PINK FLOYD, ANOTHER BRICK IN THE WALL (Sony/Columbia 1987). * Professor of Law, Gonzaga University School of Law. Professor Murphy expresses her profound gratitude to the Fulbright U.S. Scholar Program, U.S. Department of State, Bureau of Educational and Cultural Affairs. Through the generosity of this program, Professor Murphy taught law during the 2007-2008 academic year as a Fulbright Scholar in Beijing, PRC and during the 2014-2015 academic year as a Distinguished Chair, Fulbright Scholar in Shanghai, PRC.
    [Show full text]
  • Public Examinations Examined
    Public Examinations Examined Public Examinations igh-stakes public examinations exert a dominant influence in most education systems. They affect both teacher and student behavior, especially at the middle and upper levels Hof secondary education. The content of past examinations tends to dictate what is taught and how it is taught and, more important, what is learned and how it is learned. By changing aspects of these examinations, especially their content and format, education systems can have a strong positive impact on teacher behavior and student learning, help raise student achieve- ment levels, and better prepare students for tertiary-level education and for employment. Ex- amination agencies, many of which have followed the same procedures over decades, can learn from the successes and failures of other systems. This book addresses current issues related to the development, administration, scoring, and usage of these high-stakes public examinations, identifying key issues and problems related to examinations in many emerging market economies as well as in advanced economies. The book’s primary audience consists of public examination officials on national, regional, and state examination boards, but the book should also be of interest to senior education policy makers concerned with certification and learning achievement standards, to academics and researchers interested in educational assessment, to governmental and education agencies responsible for student selection, and to professionals at development organizations. “ This extremely well-written and comprehensive book offers a timely review of the diversity of public examination practices worldwide; of the tensions between examinations and learning; and of the technical expertise involved in the creation of valid, reliable, and fair assessments.
    [Show full text]
  • Assessing the Chinese Gaokao Exam in the CONTEXT of the TEST-OPTIONAL TREND in INTERNATIONAL ADMISSIONS
    CHINA TEST OPTIONAL INITIATIVE www.sieconnection.com/ctoi Assessing the Chinese Gaokao Exam IN THE CONTEXT OF THE TEST-OPTIONAL TREND IN INTERNATIONAL ADMISSIONS BY DAVID WEEKS, HAO ZHOU, JACOB NEWTON-TANZER, AND YANG LIU A White Paper by Sunrise International Education 1 2 China’s National College Entrance seeking to recruitment qualified Chinese Section 1. Examination, often known as the applicants target the right gaokao-track gaokao is the largest college entrance students? BACKGROUND AND CONTEXT exam in the world. For international This white paper will aim to provide higher education, the gaokao poses historical and cultural background, — a number of difficult questions. Is the assessment process and structure, gaokao a useful metric of assessment students hailing from Tier 2 and Tier 3 scoring standards, comparisons with " for Chinese candidates applying for A.HOW DOES THE GAOKAO FIT Chinese cities. international examinations, and finally overseas universities? Is it a good INTO INTERNATIONAL HIGHER strategies and channels to find the right predictor of academic preparedness? ED TRENDS? Chinese students have better access gaokao and test optional students. We Is its English component a useful Since 2010, China has been the to international high schools than include a comprehensive comparison of metric for English proficiency? Does world’s largest sender of outbound ever before; the total enrollment at scoring rubrics in the appendix section. it have a place in a holistic admissions international students. The Chinese all international pre-tertiary schools assessment? How can universities international recruitment landscape in China is about 484,300. Assuming has transformed in recent years. an even distribution of students, Until the mid-1990’s, most Chinese about 40,000 high school students international students went abroad graduate from Chinese international on a scholarship, and the lion’s share schools each year.
    [Show full text]
  • Russian Federation
    International Qualifications Assessment Service (IQAS) Government of Alberta COUNTRY EDUCATION PROFILE The Former USSR and the Russian Federation 2 Prepared by: International Qualifications Assessment Service (IQAS) Contact Information: International Qualifications Assessment Service (IQAS) 9th Floor, 108 Street Building, 9942 ­ 108 Street, Edmonton, Alberta, Canada T5K 2J5 Phone: 1 (780) 427­2655 Fax: 1 (780) 422­9734 © 2007 the Crown in right of the Province of Alberta, International Qualifications Assessment Service (IQAS) 3 TABLE OF CONTENTS TABLE OF CONTENTS........................................................................................................................ 4 LIST OF TABLES.................................................................................................................................. 7 LIST OF FIGURES.............................................................................................................................. 10 COUNTRY OVERVIEW..................................................................................................................... 11 HISTORICAL EDUCATION OVERVIEW........................................................................................ 17 EDUCATION IN THE FORMER USSR................................................................................................... 17 EDUCATION IN THE RUSSIAN FEDERATION AFTER 1991 .................................................................... 20 SCHOOL EDUCATION .....................................................................................................................
    [Show full text]