# Xiaoshengchu # Introduction It was learned from Chongzuo Education Bureau that the Notice of the General Office of the Ministry of Education of Chongzuo City, Guangxi on Strengthening the Examination Management of Compulsory Education Schools has been issued, and the relevant matters are hereby notified as follows:

Education departments of all provinces, autonomous regions and municipalities directly under the Central Government (Education Committees), Education Bureau of Xinjiang Production and Construction Corps:

In order to thoroughly implement the central government's requirements for educational evaluation reform and the deployment of "double reduction" work, strictly regulate school education and teaching behavior, effectively reduce students' test pressure, and promote students' all-round development and healthy growth, we hereby notify you of strengthening the examination management of compulsory education schools as follows.

First, accurately grasp the examination function

The necessary examination is an important part of school education and teaching. Compulsory education school exams are aimed at underage students, which mainly play the functions of diagnosing teaching, improving and strengthening teaching, and evaluating teaching quality. Except for the entrance examination for junior high school graduates (academic level examination), other examinations have no screening and selection function. At present, some places and compulsory education schools have some outstanding problems, such as too many exams, great difficulty, low quality and improper use of grades, which go against the orientation of quality education, resulting in excessive burden and pressure on students and damaging their physical and mental health, and must be corrected. Schools all over the country should accurately grasp the examination function characteristics of compulsory education schools, conscientiously implement the guidelines for quality evaluation of compulsory education, coordinate and handle the relationship between examination, homework, daily evaluation and quality monitoring, improve the evaluation system of compulsory education, arrange examinations scientifically and reasonably, guide and deepen the reform of curriculum and teaching, and comprehensively improve the quality of education and teaching.

Second, greatly reduce the number of exams.

Paper-and-pencil exams are not conducted in the first and second grades of primary school, and final exams are organized by the school every semester in other grades of compulsory education. For junior high school grades, we can arrange a mid-term exam according to the reality of different disciplines. All localities shall not organize regional or inter-school examinations for primary school grades and junior high school non-graduation grades; Schools and classes are not allowed to organize weekly, monthly and unit exams, nor are they allowed to organize exams in disguised form in the name of testing, testing, internship and academic research. In order to meet the needs of students' graduation and further education, junior high school graduates can organize 1-2 mock exams in the general review stage after completing the course teaching tasks normally in the next semester, and it is strictly forbidden to catch up with the teaching progress and prepare for classes in advance. The junior high school level examination is still implemented according to the relevant provisions of the national and provincial education departments. In addition to the junior high school level examination, no selective examination linked to further education shall be organized.

Third, standardize the management of examination questions.

The proposition of the final exam in schools should strictly standardize the content of the exam, reasonably control the difficulty of the exam, and must not exceed the national curriculum standards and school teaching progress. It is necessary to effectively improve the quality of proposition, pay attention to the realization of basic knowledge, basic skills and teaching objectives, increase the proportion of comprehensive, open, applied and exploratory questions, reflect the orientation of quality education, avoid eccentric questions, reduce mechanical memorization of questions, and prevent the questions from being too difficult. All localities and schools should strengthen the evaluation of proposition research and the training of teachers' proposition ability, and constantly improve the level of teachers' proposition. For schools with insufficient ability to make propositions at present, the higher education department may entrust teaching and scientific research institutions to organize propositions for schools to choose and use, and their respective schools will grade the test papers separately.

Fourth, use the test results reasonably.

School mid-term and final exams are graded, generally divided into 4 to 5 grades. Test scores are not ranked or published, and students and parents are informed in an appropriate way, and test scores are not allowed to spread among all kinds of parents. Students are not allowed to adjust the placement, seating arrangement and "labeling" according to the test results; Junior high school mid-term and final exam results and junior high school next semester mock exam results shall not be linked to further studies. Teachers should use the test results to accurately analyze the situation of learning and teaching, provide targeted help and guidance for students, scientifically judge the key and difficult points of teaching work, effectively improve classroom teaching and continuously improve classroom teaching effect. Schools should strengthen the overall analysis of test scores, make scientific judgments on teaching quality, and strengthen teachers' teaching guidance and training in a targeted manner.

Fifth, improve the evaluation of learning process.

All localities and schools should establish a comprehensive quality concept and a scientific education evaluation concept, comprehensively consider students' academic test scores and other performances, and scientifically and comprehensively evaluate students. In order to improve the academic evaluation system that combines the evaluation of learning process with the evaluation of examination results, strengthen the evaluation of students' learning process and encourage practical evaluation, students' learning situation can be evaluated immediately through classroom observation, classroom practice, experimental operation and after-school homework, and evaluated periodically through regular communication, keynote speech, achievement display and student comments. Attention should be paid to the evaluation of students' comprehensive quality, study habits and performance, learning ability and innovative spirit. It is necessary to innovate evaluation tools and methods, actively use modern information technologies such as artificial intelligence and big data, and explore the whole process evaluation of students' learning situation in all grades and the evaluation of all elements of morality, intelligence, body, beauty and labor.

Sixth, strengthen academic quality monitoring.

All localities should improve the monitoring of local compulsory education academic quality on the basis of national compulsory education quality monitoring in accordance with the overall deployment of education evaluation reform in the new period and the relevant requirements of the Guide to Compulsory Education Quality Evaluation, and adopt the method of subject sampling with reference to national monitoring measures to prevent unified examinations and unified test papers from causing excessive pressure and burden to students; Local academic quality monitoring should strengthen overall planning to prevent duplication. It can be organized once in the senior grade of primary school or junior high school, which is an important basis for evaluating the quality of primary education and for value-added and developmental evaluation of the quality of junior high school education.

Seven, improve the management and supervision mechanism.

Provincial education administrative departments should strengthen overall planning, formulate measures for the implementation of compulsory education examination management in light of the actual situation, and further improve the management system of junior high school academic level examination. The education administrative departments at the city and county levels should strictly observe the discipline of examination work, establish a daily supervision system for compulsory education school examinations, and may not issue entrance examination indicators to schools, and may not simply take examination results as the basis for evaluating schools. Education supervision departments at all levels should incorporate the examination management of compulsory education schools into the important content of education supervision, and investigate the responsibility for the illegal examination behaviors found. It is strictly forbidden for off-campus training institutions to conduct examinations for students in compulsory education or jointly with schools. Schools around the country should strengthen positive publicity, guide parents and students to treat test results correctly, and create a good environment for promoting students' all-round development and healthy growth.

The requirement of drastically reducing the number of examinations should be first carried out in the "double reduction" pilot areas determined by the central government and provinces (autonomous regions and municipalities), actively conducting exploratory experiments, summing up experience in time, and constantly improving relevant measures.

the General Office of the Ministry of Education

202 1 Aug. 30th, 2008

Associated file:

Interpretation of Notice on Strengthening Examination Management in Compulsory Education Schools