英语期末试卷质量分析

英语期末试卷质量分析（精选7篇）

1.英语期末试卷质量分析 篇一

一年级下英语期末试卷质量分析

本学期，我出了一年级下英语期末考试试卷，这是自己第一次出题。在出题方面还不是很有经验，为了能出一份满意的试卷，我在林老师的帮助指导下完成了。考试严格按照小学英语教学的实际情况和现行小学英语教学要求进行命题，遵循重点以考查学生的基础知识和学生运用语言的能力为命题的基本指导思想。在试卷难度上严格以小学英语教学的要求为主要的命题原则，坚持听力和笔试相结合的方式进行；试卷不超出教材教学要求和学生实际水平，总体难度适合中等学生水平。

下面我从以下五个方面来对本次试卷做一下分析：

一、本次试卷题型和考察重点分析：

试卷主要分三大部分：听力部分、笔试部分和加试题。考虑到一年级的学生情况，听力部分主要是听音标序号、听音选择正确的句子、听音选择正确的图片、听音连线和听音画笑脸和哭脸。听力部分占试卷的50%，主要是检验学生听和理解的能力，听说读写的能力是相互依存的，说的能力很大程度上有赖于听的能力。笔试部分题型主要是看图圈单词、读一读圈出正确单词、选择反义词、连词成句和选择正确答语。笔试部分占试卷的50%，主要考察学生的读、写能力。笔试部分考查了学生的基本知识，学生对单词词义的理解，语境中词汇的灵活运用和语法知识能力。加试题是一道读短文，判断对错。本题主要考察学生阅读理解的能力。本次试题主要侧重本册书的第六模块和第十模块的内容。单词重点考察形容词、运动类单词、衣服类单词。句

型主要考察There is„ There are„ These are „ They are „Let’s„等重点句型。题目整体分布基本合理，难易适中，符合学生的知识水平、认知规律和心理需求。试题达到了

二、试卷得分失分情况分析：

通过对学生试卷的分析，学生对于平时强调过的重点和易错点还是出现了错误。出现问题较多的是听力部分的第五题，1、4、5小题学生没有理解。其次是笔试的第二大题，学生对于单数和复数的运用还有些分不清楚。再就是笔试的第四大题连词成句，只有少数同学是不会，没有写成正确句子。大部分同学丢分是因为开头字母没有大写，句子忘记写标点，单词抄错，单词漏抄等一些马虎的现象。以及字迹潦草，书写不规范等情况。学生之所以掌握的不扎实或出现以上情况，主要是因为在平时强调的还不是到位。

三、学年成绩分析：

本次期末考试一年组111人及格率为100%，优秀率89.19%，平均分95.83。较期中考试有了很大的进步。

四、我们班级的成绩分析：

这学期我所教的一年一班和一年二班的及格率为100%，打破了期中考试有不及格的现象。优秀率分别是96.3%和85.71%，平均分是96.3和94.3，平均分较期中考试提高了近3分。这次考试，班级中很多同学都有了很大进步，尤其是班级中有几名原来英语成绩较差的同学有了10到20分不同幅度的提高。

五、本人努力方向：

在以后的工作中，我会：1.很抓基础知识，将基础知识打扎实。培养学生的能力，为学生打好扎实的语言基础，特别是基本词汇。习惯用语和常用句型。2.注重培养学生的基本能力，如基本阅读能力，书写规范能力，加强学生对题意的理解和答题技巧。端正学习态度，培养好的学习习惯。3.加大力度顺应课改要求，用心的理念和方法去教学。让学生在活动中、实践中去学习。让自己的课堂丰富多彩。4.加强培优转差，“面向全体，注重个别差异”，从试卷得失分情况看，班级两级分化现象还是比较严重的，要做到缩进后进生与优等生的差距。

总之，我相信：通过本次试卷分析并结合本学期的教学情况来看，只要我们扬长避短，注意随时改正教学中存在的问题并认真做好学困生的辅导工作，一定能将自己的教学质量再上一个新台阶。

2.英语期末试卷质量分析 篇二

As is known, we are faced with many tests, such as a quiz and final exams, which aims to test students’language proficiency and reinforce teaching and learning.A test refers to a measurement instrument designed to elicit a specific sample of an individual behavior (Bachman, 1997) .It is categorized into diverse types following different criteria.Among those tests, the achievement test is of great significance and is an indispensable part in English teaching.It is designed for students to know how successful individual students, groups of students, or the course themselves have been in achieving objectives (Hughes, 2003) .Previous studies have shown that positive backwash effect of achievement tests is useful for English teaching and can also help students get correct learning methods to improve English skills (Zhao Liang, 2002) .Thus, this thesis aims to analyze the final test from the perspective of reliability and validity to ensure that this test succeeds in testing students’achievement and proficiency.

1 Analysis of Reliability and Validity in an English Final Test for Non-English Majors

1.1 Test Reliability of the English Final Test

Reliability is the consistency of test scores and stability of the test results (Heaton, 2000) .But there are many influencing factors.One is the test itself whose reliability depends on the test range and the amount of items.Another is the scoring whose reliability rests with the objectivity and accuracy of scoring.

The author selects the English final test of the sophomore.The test is based on the New Standard College English (the 4th volume) , including unit 6 to unit 10.It consists of four parts.

The final test measures some aspects.As for the close, it’s a short passage selected from the exercises in the textbook, measuring students’ abilities to comprehend the context and grasp the use of words and key collocations occurring in the textbook.The second part is reading comprehension with 20 items, which are not from the textbook.The first three passages aren’t very long, each within about 800 words.The questions aren’t very hard except those from the third passage.Though the last passage is a little longer, about 1200 words, the questions are not difficult and students can make a correct choice based on the passage.The four passages are different and related with the articles of unit 6 to unit 10.As for the third part, there are two parts:passage translation and sentence translation.The former part selected from the articles in the textbook, is about translation from English to Chinese.The latter part selected from the exercises, is about translation from Chinese to English, including five sentences.The last part is writing.The topic is about“Better to Give”.Students can write a composition within 150 words and should be content-related and grammatically correct.

From the point of the amount of items, there are four parts within two hours.This is rational for the sophomore, even for those students with a low level.From the scoring point of view, 50%of items are objective and the rest is subjective.It indicates that the test is of high reliability.

1.2 Test Validity of the English Final Test

1.2.1 Face Validity

The validity of a test is the extent to which it measures accurately what it is supposed to measure and nothing else.If a test item looks right to other testers, teachers, moderators and testees, it can be described as having at least face validity (Heaton, 2000) .From the above table, it can be seen that the whole test covers four main areas:vocabulary, reading passage, translation and writing.The first and third parts are from the textbook, measuring students’mastery of vocabulary and fundamental sentences.The second and the last parts are out of the textbook, measuring students’reading and writing skills developed from the textbook.Especially, in the last part, students can put what they have learned, like key words and sentences, into practice.Hence, from the perspective of face validity, the English final test is of high face validity, measuring the knowledge or abilities it claims to measure.

1.2.2 Content Validity

A test has the content validity if it is constructed so as to contain a representative sample of the language skills, structures, etc.with which it’s meant to be concerned (Heaton, 2000) .

As is seen, the final test includes four parts.The first part is close, including a short passage selected from the text exercises, but the teachers modify some choices based on the changed blanks to avoid that students just make a choice according to their memory.The modified close tests the use and distinction of words and collocations lectured from the textbook.

The second part is reading comprehension with four passages out of the textbook.The genres are narration and argumentation, concerning coral reefs, a Dutch Sinologist, criminality and securitization.Questions are about the theme, structure, vocabulary and details.Among the passages, the third one is a little difficult, because the choices are similar and ambiguous, which seems beyond the students’abilities.But the four passages measure students’reading skills developed from what they have learned.

The third part is translating the passage and sentences.There is only one passage selected from unit 8 to measure students’abilities of understanding crucial words and expressions and the sentence structure.The next part, selected from text exercises, includes five sentences to measure students’mastery of necessary expressions and sentence patterns that have been lectured.Although the first part is a little harder than the second part, both parts measure the knowledge the test claims to measure and are within students’abilities.

The final part is writing.Given the topic, students are required to write a composition within about 150 words.The writing topic is familiar and students don’t need to write some complex sentences.Thus, the last part measures students’writing skills learned from the textbook and can be regarded as having a high content validity.

To sum up, this test meets the requirements and syllabus of achievement tests and is of high reliability and validity.Although only30%are from the textbook, 70%selected from other materials also measure students’abilities and skills developed from the textbook.Besides, 50%are objective and 50%are subjective.Thus, the scoring is objective and accurate to some extent.

2 Conclusion

This thesis has conducted an analysis of reliability and validity of an English final test for non-English majors.According to the analysis, this test is of high reliability and validity, but there are still some drawbacks.Hence, in order to be reliable and valid, a test should be designed based on teaching contents, purposes and others to assist teachers in adjusting syllabus and help learners be aware of their strengths and weaknesses and make progress.

摘要：语言测试, 作为检验学生语言水平的一种有效方法, 与语言教学之间相辅相成, 并对语言教学有着明显的指导作用。对于英语教学来说, 成绩测试是一个必不可少的环节, 并在大学英语教学中起着举足轻重的作用。因此, 本文从效度和信度着手, 通过分析某校非英语专业学生的英语期末试卷, 从而为试卷设计以及大学英语教学给以一定的参考。

关键词：非英语专业学生,成绩测试,信度,效度,英语期末试卷

参考文献

[1]Bachman, Lyle F.Fundamental Considerations in Language Testing[M].Shanghai:Shanghai Foreign Language Education Press, 1997.

[2]Heaton, J.B.Writing English Language Tests[M].Beijing:Foreign Language Teaching and Research Press, 2000.

[3]Hughes, A.Testing for Language Teachers[M].Cambridge:Cambridge University Press, 2003.

[4]黄晓文.分析评价广东外语外贸大学公开学院《商务英语阅读》期末考试试卷的效度和信度[J].语文学刊, 2013 (10) :133-137.

3.英语期末试卷质量分析 篇三

Ⅰ.单词辨音（共5小题，每小题1分，满分5分）

从A、B、C、D中找出其划线部分与所给单词的划线部分读音相同的选项。

1. oceanA. pleasantB. pleasureC. pressureD. professor

2. existA. excellentB. example

C. expression D. explain

3. courageA. shoulderB. pronounce

C. southernD. anxious

4. thusA. arothmeticB. thread

C. mathematicsD. mouths

5. magazineA. seizeB. realC. medicine D. build

Ⅱ.语法和词汇知识（共15小题，每小题1分，满分15分）

1. I’d appreciate ____ if you could lend me a hand with my homework.

A. soB. itC. thatD. you

2. Mary is a top student in the class. You cannot speak ____ highly of

her.

A. veryB. wellC. muchD. too

3. ——Would you care for tea or coffee?

——Neither, ____. I’ve just had some tea.

A. thank youB. of course, please

C. yesD. no, please

4. His father ____ a soldier in World War Ⅱ, didn’t he?

A. wasB. would beC. must beD. used to be

5. He made a mistake, but then he corrected the situation ____ it got

worse.

A. untilB. whenC. beforeD. as

6. He is such a great scientist ____ all the people in the world show

respect for.

A. thatB. asC. soD. who

7. I hate ____ when someone calls me up in the middle of night.

A. oneB. thatC. itD. which

8. ____ either of your parents come to see you in the last two weeks?

A. HasB. HaveC. HadD. Will

9. You can’t imagine that rats eat 40 to 50 times ____.

A. in weightB. by weightC. of weightD. their weight

10. Jane had a high fever. Tom felt ____ his duty to look after her.

A. thatB. itC. thisD. /

11. The kidnapper threatened ____ his only son if Tom didn’t manage to

send him one million dollars in a week.

A. to killB. killing

C. and killedD. to have killed

12. It was midnight ____ I finished ____ the book.

A. when, to readB. that, reading

C. at which, readingD. when, reading

13. We reached the seaside at 6, ____ the sun began to set.

A. whereB. whenC. tillD. from which

14. ——What’s wrong with the man?

——____ from school for nothing has made him mad.

A. His son is absentB. His son being absent

C. His son’s being absentD. His son’s being absence

15. The boy was caught ____ in the examination room and he was later

punished for doing so.

A. cheatB. cheatedC. cheatingD. to cheat

Ⅲ.完形填空（共20小题，每小题1.5分，满分30分）

Mr. Gray travelled a lot on business. He sold machines of different kinds to farmers.

He had a big car, and usually __1__ driving it long distances, but he was quite satisfied to go by __2__ sometimes too, especially when the __3__ was bad.He was a little afraid of driving in rain or snow, and it was __4__ tiring to sit comfortably in a train and looked out of the window without being worried about how __5__ was going to get to the next place.

One of Mr. Gray’s problems was often __6__ to stay when he reached some small place in the country. He did not __7__ great comfort and wonderful food, but he found it annoying(使恼火) when he was given a cold room, and there was no hot water or food after a long and __8__ day.

Late __9__ winter evening, Mr. Gray arrived at a small railway station. The __10__ by train that day had not been at all interesting, and Mr. Gray was cold and tired and __11__. He was looking forward to a simple __12__ satisfying meal by a brightly burning fire. And then a hot bath and comfortable bed.

__13__ he was walking to the taxi rank, he said to a local man who was also __14__ there. “As this is my first visit to this __15__ of the country and I was in too much of a hurry to __16__ about hotels before I left home, I would very much like to know __17__ you have here.”

The local man answered, “We have __18__.”

“And which would you __19__ me to go to?” Mr. Gray asked him.

The local man thought for a while and then answered, “Well, it’s like this: Whichever one you go to, you’ll be __20__ you didn’t go to the other.”

1. A. consideredB. practisedC. imaginedD. enjoyed

2. A. trainB. carC. himselfD. plane

3. A. businessB. conditionC. roadD. weather

4. A. leastB. mostC. lessD. more

5. A. ifB. oneC. thatD. she

6. A. whereB. howC. whatD. when

7. A. knowB. needC. expectD. like

8. A. comfortableB. tiringC. niceD. special

9. A. thatB. oneC. theD. a

10. A. journeyB. experienceC. travelD. distance

11. A. unhappyB. sleepyC. angryD. hungry

12. A. butB. andC. orD. however

13. A. UntilB. AfterC. BeforeD. While

14. A. walkingB. looking onC. waitingD. visiting

15. A. townB. stationC. landD. part

16. A. talkB. thinkC. moveD. find out

17. A. whatB. which oneC. how manyD. how

18. A. threeB. oneC. noneD. two

19. A. wantB. allowC. adviseD. expect

20.A. sorryB. satisfiedC. amusedD. comfortable

Ⅳ.阅读理解（共20小题，每小题2分，共40分）

(A)

A good teacher is many things to many people. In my own experience, the people I respect the most and think about the most are the teachers who demanded(要求) the most discipline(纪律) from their students.

I miss one teacher in particular that I had in high school. I think she was a good teacher because she was a very strict person. I remember very vividly (清晰地) a sign over her classroom door. It was a simple sign that said, “Laboratory—in this room the first five letters of the word was emphasized(强调), not the last seven.” In other words, I guess, labor for her was more important than oratory, which means making speeches.

She prepared her work very carefully and demanded us to do the same. We got lots of homework from her. Once she had broken her arm, and everybody in the class thought that maybe the homework load would be reduced, but it continued just the same. She checked our work by stamping her name at the bottom of the papers to show that she had read them.

I think sometimes teachers who demand the most are liked the least. But as time goes by, this discipline really seems to benefit(有益于) the students.

1. Which of the following is considered a good teacher by the writer?

____.

A. A patient teacherB. An honest teacher

4.英语期末试卷质量分析 篇四

期末考试试卷质量分析

任教班级：五（2）班

教师:杨正逢

本学期英语期末考试已经圆满结束了，回顾这次考试，暴露出的问题是不容忽视的，这些问题需要我在今后的教学中引以为戒，逐步改进和提高。这次考试也给我以后的教学提供了一个方向性的指导，使我们能更好的调整英语教学提高学生语言的综合运用能力。现就此次考试作如下分析：

一、基本情况：

此次参测学生共有39人，总分为2336分，平均分为60分，21人及格，及格率为53%，优秀人数7人，优秀率为17%。总体成绩较差。

二、试卷分析

该试卷注重学生基础知识和基本技能的考查，既面向全体学生、全面考查学生对知识的掌握情况又突出学生的主体性，尊重个性差异，使各个水平层次的学生都能有所发挥。试卷难度系数小，从写、认、读多方面考查学生的知识掌握情况。

三、存在问题

此次考试成绩差的学生重点是单词不过关，卷面中的第三题让学生英汉互译。虽然大部分学生做的不错，但仍有极个别同学失分较多，五年级的单词量大，对于比较懒的一些学生记单词就是一个难点。这学期，我总是在课前布置学生预习单词，有些学生课前就把单词的拼写记得差不多了。在课堂上教单词时，重在教给学生记单词的方法，课后再次布置让家长负责听写，巩固单词。

四、今后努力方向

1.准确把握课标理念，认真研读课程标准，注重学生基础知识、基本能力、学习策略的培养，拓宽的知识面。

2.鼓励学生大胆使用英语激发学生学习兴趣，培养学生积极的英语学习态度。

3.在教学中，认读掌握“三会”“四会”单词，多操练句型，让学生能够“学了会用，为用而学，在用中学的”的学习思想

4.认真做好后进生的辅导工作

5.改革课堂教学优化教学过程，让学生自主学习，合作学习努力提高教学成绩，大面提高教学质量。

5.英语期末试卷质量分析 篇五

高三英语试卷分析报告

高中英语研训员刘婷

一、试卷综述

试题题型以高考为模板，分为六大块：听力、单选、完型填空、阅读理解、任务型阅读和作文，满分120分。试题难度、区分度把握较好，注重基础知识，强化知识运用，内容贴近生活、贴近时代，知识覆盖面广。符合新课标的理念，体现了英语教学应遵循的重视积累，夯实基础，注重语篇，培养能力的原则。

a)听力

听力总分20分，分两节，第一节5个小题，每题1分，听5段小对话，仅听一遍；第二节15个小题，每题1分，听4段对话和一段独白，听两遍。其中以what 开头的问题最多，10个占考题的一半，其次是以why开首的问题是4个，以who开头的问题是2个，其他以when , where, which, how much 开头的问题各占1个。听力主要考查学生对所听材料的理解、推理和判断，难度适中。b)单选

单选15个题，每题1分，总分15分。部分词汇是模块9、10中的，题目把

c)完型填空

完型填空是一篇记叙文，20个小题，每题1分，总分20分。主旨大义是一个农民卖几只小狗给一个腿部有残疾的小孩，最后这个小孩选中了一个也是腿部和他一样有残疾的小狗，突出了人们需要寻找理解自己的伙伴这一主题。题目强调学生对文章整体大意和情景的把握，以及动词词组的灵活运用，难度中等偏上。d)阅读理解

阅读理解是4篇文章，15个小题，每题2分，总分30分。A篇主要介绍美国的一种考试；B篇主要介绍著名男高音帕瓦罗蒂的去世；C篇大意为英特网的弊端；D篇大意为学生考试作弊的理由。阅读材料新颖，贴近生活，从文章中直接和间接获取信息的题目占多数，其他如猜词题1个，选标题1个，段落大意2个，试题难度适中。e)任务型阅读

任务型阅读是一篇说明文，10小题，每题1分，总分10分。主旨大意讲人们迁移的原因。f)作文

作文是表格提纲类的，主要让学生写一封信，内容是牛津高中英语新教材的优缺点。试题的选材生活化，体现了“用英语做事”的课程理念。

二、考情分析

本次考试卷144本，抽样50本，每本抽2个学生的试卷做分析。

2、主要错误及原因分析（表格为主要错题和全市得分率）

听力的这三个题目是听最后一段独白而后做出选择，听力材料比较长共8句话，而且都是长句，并且所问的问题都需要学生在听懂整个文章的基础上做出判断，尤其20题选项a是干扰项，材料上是乐队正在考虑放弃巡回演出，而a选项是

乐队已经决定放弃巡回演出，大部分学生都选的是a，只看到相似的词而没考虑到时态。

单选23题是考查副词的辨析，学生习惯把题目翻译成中文，而这道题的答案如翻译成中 文并不是非常通顺，所以导致很多学生选择错误，这也反映了我们英语教学中要重视培养学生用英语的习惯去思维，而不是简单的英汉互译；27题考查的动词短语是模块10补充的词汇，可能有些老师没有补充或者有些学校没有完成模块10的教学，因为模块10、11是选修，难度教大，我们要求是有条件的学校、班级一定要上完，有些学校和班级可以不上课文，但是词汇一定要做以补充；30和32题分别考查非谓语和复合句，学生不会分析句子成分导致选择错误。非谓语和复合句是教学的重、难点，尤其是名词性从句中What的用法，这在后期的教学中要加以强化。

38题主要辨析动词drive 和push，drive通常的意思是开车和驱赶，push的意思是推，这里的情景是用力敲钉子，是考查drive的引深含义； 44、51和53题都是考查动词短语在文章中的灵活运用，由此看出，学生对情景的体会和词汇的灵活运用还有待提高。

60题和62题都是文章B 讲男高音帕瓦罗蒂的去世的，60题是猜这个短语在文章中是什么意思，62题是让学生选出这篇文章会出自报纸的那一部分，两题的答案都有一个近似的干扰项，63和70题都是要求学生根据文章在4个选项中挑

出一个正确的陈述,这些都要求学生在对文章整体理解的基础上，仔细辨析和体会，不是从文章某一句话就能找到答案的。（5）任务型阅读

固定短语掌握不牢固如on the move，不该用复数的加了s如climate，该大写的没有大写如Reasons，该变形的没有变形如related，还有相近的词拼写错误如trend错写成tend，在后期的教学中对这一新增题型还要多加练习，并要加强对学生规范答题的教育。（6）作文

主要问题是审题不清，题目最后要求学生写建议，而很多学生写的是评价，其次是时态不正确，大小写、标点不规范，还有就是连词用的不是很好，大部分还是习惯用the first ,the second等，使文章没有浑然一体的感觉，影响得分。

三、教学建议

1、要完成模块10和11的词汇记忆，根据考试说明巩固词汇。

2、听力加强训练，保证至少每周3次，从各校在各项专题的得分率也可看出多训练是能出成绩的。

3、语法在后期加强对动词短语，时态，非谓语，复合句和情态动词的练习，注重对句子成分的分析。

4、加强学生语篇阅读能力的培养，每天至少练习一篇完型填空和两篇阅读理解。利用各种资源让学生多阅读富有哲理、贴近生活和具有时代感的美文，提高学生的理解、推理和判断的能力。

5、对新增题型加强练习，每天一篇，并且规范答题。

6、作文训练仍然要保证每周一篇，对共有的错误重点讲解，对部分学生要面批，还要加强范文的背诵默写和审题、书写规范的训练。

（附07年秋学期金坛市高三期末考试英语段分、均分统计表）

6.英语期末试卷质量分析 篇六

一、听音选单词或短语，将序号写在题前的括号里(10’)

( )1、A. art B.ask ( ) 2、A.beautiful B. breakfast

( )3、A.next B.nice ( )4、A.here B.there

( )5、A.who B. why ( )6、A. was B. were

( )7、A.will B. won’t ( )8、A.quite B.quiet

( )9、A.Sunday B. Saturday ( )10、A. thirteen B. thirty

五、听音选词填空(10’)

English any then class river

1、Are there children in your ?

2、They were young .

3、This is very wide.

4、She’s very good at .

六、听短文，给下列句子排序(10’)

( ) She’s very good at Maths.

( ) She’s quite good at English.

( ) We’ve got Lingling’s report.

( ) She tries hard at Science.

( ) She runs fast in PE.

笔试部分(40分)

七、根据语境，填入所缺单词(10’)

1.This girl is very .(友好的)

2.This is an (古老的) (钟).

3. My (父母亲)are going to (谈话) to the teacher.

4. What (将)you do (下一周) ?

5.Were you on the second (层)?

6.She doesn’t work hard at (美术课).

八、选择(10’)

( )1、This is Xiaoyong.He’s very clever._____he’s ______quiet.A.And …… very B.But …… a bit

( )2、This river is very wide._____it’s very long. A. But B. And

( )3、Will Sam go,too? Yes,________. A.he will B.he won’t.

( )4、Will we pick pears? Yes,________. A. we will B.I will

( )5、Will you take your ball tomorrow? No,__________.A.I will B.I won’t

( )6、Here____his arms. A.are B.is

( )7、______there many children in a class in the UK?A.Is B.Are

( )8、I’m happy____Daming’s work. A.at B.with

( )9、Your hair______very short then. A.was B.were

( )10、Was Daming there? No,he _______. A.weren’t B.wasn’t

九、根据所给情景，选择一个最佳答案，把序号写在横线上。(5’)

十、读一读，选一选(10’)

( )1、What’s Xiaoyong like? A、No,we won’t.

( )2、Will you go to the zoo ? B、He’s clever.

( )3、Will we pick peaches? C、Yes, I will.

( )4、How many children are there D、No, we weren’t.in your class?

( )5、Were you on the first floor? E、There are thirty.

十一、阅读短文，判断正(T)误(F)(5’)

We are going to a fruit farm this weekend. Let’s pick fruit.Amy will pick pears.Sam will pick apples.Daming will pick oranges.Ms Smart will pick peaches.Lingling likes bananas.But there aren’t any bananas.So She will help Ms Smart.

( )1.We are going to pick fruit.

( )2.Amy will pick apples.

( )3.Sam will pick pears.

( )4.Daming will pick oranges.

7.英语期末试卷质量分析 篇七

1 材料与方法

以西安交通大学医学院2008级临床医学和法医学专业五年制本科生的系统解剖学期末考试试卷为材料。本次试卷共164份, 首先统计题型分布并进行试题的主客观性比较;其次将全部试卷按分数段计数, 绘制条图并制定出考试成绩频数表, 用SPSS13.0 统计软件进行正态性分布检验;再对全卷及各大题的难度和区分度进行计算比较;最后在高分组和低分组分别随机抽出30份试卷, 具体算出各小题的正确率或平均分数, 用每一小题的难度和区分度对试题进行优秀、良好、一般和差的评判。

2 结果

2.1 成绩总体情况

试卷满分为100分, 平均为72.22分, 标准差为18.47。最高分96分, 最低分3分, 全距高达93分, 变异系数为0.26 。不及格 (60分以下) 41人, 不及格率为25%。

试卷题型总体分布见表1, 试题的主客观性比较见表2, 其中单选题、双选题、填空题和填图题属于客观试题, 简答题和论述题属于主观试题。各分数段频数分布见表3和图1。用SPSS13.0 统计软件包对考试成绩进行正态性检验, P<0.01, 表明学生成绩呈正态分布。

2.2 试卷分析

主要考察试题的难度和区分度, 以此作为评价试题质量的主要指标

试题的难度与区分度。难度 (P) 指全部应试者中答对该题的人数, 也可也说是正确答案的比例或百分比。P值大小与试题的难易程度呈反相关, 即P值越大, 试题难度越小, 表明试题越简单;P值越小, 试题越难。试题的区分度 (D) 是指试题对被试者学习情况分辨能力的大小, 也是某道试题与本次考试整体之间的相关系数。区分度大的试题可以将不同层次的学生良好的区分开来, 而区分度过低则使成绩分布趋同, 无法达到检验学生学习情况的目的。本次考试全试卷及各大题的难度系数与区分度见表4。本试题的总体难度P=X/Xmax, X和Xmax分别为平均分和满分。各题型的难度计算用下面的方法:首先将成绩由高到低排序, 取27%的高分组试卷和27%的低分组试卷, 即各取44份, 按照D= (XH-XL) /Xmax公式进行计算, 其中XH和XL分别为高分组和低分组平均得分, Xmax为该题满分。

试题优良的评判。在高分组和低分组中分别随机抽出30份试卷, 用率法计算客观试题的难度, 用平均数法计算主观试题的难度, 得到每一小题的难度和区分度。根据难度适中区分度较大为优良试题的总思路, 对试题进行优良评判, 见表5和表6。

3 讨论

3.1 试卷的题型分布

从表1, 表2可见试卷的题型分布比较合理:在数量上, 覆盖面较宽的客观试题 (单选题、双选题、填空题和填图题) 占到86%, 对了解学生对大纲要求内容的掌握情况起到了良好的作用;主观题虽然量少, 单分值也占到了50%, 而且简答题、论述题分值分配合理, 减少了考试中偶然性对成绩的影响。

3.2 成绩分析

从图1和表3可以看出, 成绩主要集中在70～至90～分数段, 占频率的0.621;其次是50～至60～分数段, 占0.250, 而50分以下的仅占0.121。这样的成绩总体上代表了学生的实际学习状况。

3.3 试卷分析

本试卷总难度系数P为0.72, 区分度为0.43, 从总体上看较为合理。从表4可以看出, 难度较大的是填空、填图和叙述题, P值均小于0.7;双选题P>0.8, 较易, 其余题型P值在0.7-0.8之间, 难度适中。区分度由大到小依次是填图题>填空题>叙述题>单选题>双选题>简答题。从区分度的角度看, D>0.4的优良题占到75%, D<0.2的差题仅占5%。综合难度系数与区分度来看, 难度适中而区分度又好的试题在50%以上, 因而是一份既有一定难度又有较好区分度的试题。

以上根据考试结果计算出的试题难度称为实测难度, 此外试题还可以有个预计难度。即出考题时由教育专家或具有丰富教学经验的教师对试题通过率进行估计所得的数值。为了保证试题有一定的难度同时具有良好的区分度, 我系通常由系上有资历的教授对试题把关, 以免出现试题过难或过易, 达不到考试的目的。

3.4 学生成绩呈正态分布的意义

本试卷由课程主讲教师根据教学大纲的要求命题, 试题量适当、题型较丰富, 教学内容覆盖率达98%以上, 反映了本课程的主要内容与要求。学生成绩成正态分布, 首先说明考试题目难度适中, 70-89分的学生占到了45.7%, 90分以上的占17.1, 60分以下的占24.9%。试题不但将优秀的学生与中等的学生区分开来, 还将中等的与差的明确区分开来。同时正态分布也是符合正常人群智力分布规律的。但是, 大学生是经过高考选拔的相对高智商人群, 稍偏高分数段的偏态分布更能说明学生整体学习刻苦, 成绩优良。

3.5 建立科学规范的题库势在必行

多年来人们一直对应试教育产生的“高分低能”现象有所诟病, 呼吁素质教育的呼声愈来愈高。但是考试是被教育学理论和教学实践证明的一种检验学生学习状况的必不可少的有效手段。如何使考试脱离死记硬背的僵化模式, 向更多的考察学生运用知识解决实际问题的能力方面转变, 是摆在每位教师面前的重大课题, 而科学规范的题库的建立将大大有助于考察学生的实际能力。与时俱进的将优良试题选入题库, 淘汰劣质试题, 使题库不断完善, 这既有利于将考察知识与考察能力相结合, 又有利于教师提高工作效率。

3.6 关于不及格率的问题

虽然本试卷从难度和区分度来看是一份较好的试题, 但是不及格的学生达到41名, 占到学生总数的25%, 显然有些偏高。这与大一新生刚从中学考入大学, 对大学课程的学习还处于适应阶段, 对解剖学课程无任何基础以及有些学生学习方法不当有关。为了避免学生平时学习不认真, 考试前突击复习取得高分数, 以及有少数学生虽然平时努力学习, 但是期末考试发挥失常导致的不及格, 期末考试卷面成绩只占该门课总成绩的75%, 其它25%为平时成绩。包括考勤5分, 作业5分, 提问5分和期中标本考试10分。经过平时成绩的矫正, 不及格人数为20人, 不及格率为12%, 这是较合理的比例。

摘要：对西安交通大学医学院2008级五年制临床、法医专业系统解剖学期末考试试卷 (共164份) 进行了统计学分析, 结果考试成绩呈正态分布 (P<0.01) , 平均分为72.22分, 标准差为18.47分。整份试卷难度系数为0.72, 区分度为0.43。数据显示这是一份难度适中、区分度良好的试卷, 为今后期末考试出题提供了一个有益的参考。

关键词：系统解剖学,试卷,难度,区分度

参考文献

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