Geography on the high school final examinations – the substantive diversity and the assessment of the tasks from examination sheets in the years 2005– 2011

Jan Wójcik

Annales Universitatis Paedagogicae Cracoviensis Studia Geographica (2013)

  • Volume: 4, page 84-100
  • ISSN: 2084-5456

Abstract

top
The paper presents a substantive and methodological assessment of the tasks and the trends in changes in the scope of knowledge and skills tested during the final examinations (matura) at Polish high schools in the years 2005–2011. The examination sheets contained a various number of tasks (27–38). They included open-ended and closed-ended tasks. With a total of 14 sheets, closed-ended tasks predominated in 9 sheets, open-ended tasks prevailed in 4 sheets, while the number of open-ended and closed-ended tasks was equal in one sheet (Table 1). Typically, more tasks were prepared to verify knowledge than to check skills (Table 2). The number of closed-ended tasks and the tasks verifying knowledge increased, while the number of open-ended tasks and the tasks checking skills decreased. These unfavourable trends were observed at the high school final examinations in the years 2005–2011. Out of the 14 sheets, tasks related to geography of the world predominated in 9 sheets, while tasks related to geography of Poland prevailed in 5 sheets (Table 2). At the high school final examination at the basic level, a greater emphasis was put on the knowledge of geography of Poland, while at the extended level – on the geography of the world. At high school final examinations prevailed tasks related to socio-economic geography (42%). 33% of the tasks concerned physical geography, 15% – regional geography, and 10% – cartography and world time calculation. In individual sheets at the basic level, the tasks related to socio-economic geography accounted for 29–44% of all tasks, while at the extended level – 32–56%. In the extended version of high school final examinations, a considerable number of tasks (25–45%) was associated also with physical geography. Typically, significantly fewer tasks of this type were prepared for the basic level (9–32%). However 18–30% of the tasks put there were related to regional geography – considerably more than in the sheets at the extended level (10–21%). The smallest number of tasks at high school final examinations concerned cartography and world time calculation (basic level: 10–19%, extended level: 3–17%). The number of points for the tasks in the aforementioned groups was not always proportional to the number of tasks. The highest number of tasks and related points at the basic and extended examinations was associated with the knowledge of facts and the ability to draw conclusions from the texts, illustrations, maps, and models attached to the tasks (36% of the tasks and points). The second most numerous group included tasks related to the knowledge of events concerning the contemporary political, social and economic situation in Poland, and in the world (basic level: 22% of tasks and 23% of points, extended level: 26% of tasks and points). In the extended-level sheets, there were more tasks concerning explanation of the processes and phenomena occurring in the geographical environment than in the sheets at the basic level; also more points were awarded for them (17% and 18%; 15% and 14%). In the basic version of the high school final examination, twice as many tasks relating to the work with maps were included than in the extended version (16% and 8%) and twice as many points (16% and 6%) could be obtained. Tasks related to the astronomical bases of geography and related points at both levels of requirements constituted 3%/6% and 3%/7% respectively, of the total number of tasks. The number of tasks verifying the knowledge of concepts and definitions, as well as the number of points were similar in the sheets at both levels (8%/9% and 7%/7% respectively) (Table 4). Some errors and inaccuracies were unfortunately not avoided at the high school final examinations (Table 16). The highest number of mistakes was observed in the basic level sheet of the high school final examination of 2005 (in 29% of the tasks). At subsequent examinations, errors occurred in a few tasks. The model of the sheet developed for the first high school final examination has not changed significantly for 7 years.

How to cite

top

Jan Wójcik. "Geografia na maturze – zróżnicowanie merytoryczne i ocena zadań… z arkuszy egzaminacyjnych w latach 2005–2011." Annales Universitatis Paedagogicae Cracoviensis Studia Geographica 4 (2013): 84-100. <http://eudml.org/doc/296594>.

@article{JanWójcik2013,
abstract = {The paper presents a substantive and methodological assessment of the tasks and the trends in changes in the scope of knowledge and skills tested during the final examinations (matura) at Polish high schools in the years 2005–2011. The examination sheets contained a various number of tasks (27–38). They included open-ended and closed-ended tasks. With a total of 14 sheets, closed-ended tasks predominated in 9 sheets, open-ended tasks prevailed in 4 sheets, while the number of open-ended and closed-ended tasks was equal in one sheet (Table 1). Typically, more tasks were prepared to verify knowledge than to check skills (Table 2). The number of closed-ended tasks and the tasks verifying knowledge increased, while the number of open-ended tasks and the tasks checking skills decreased. These unfavourable trends were observed at the high school final examinations in the years 2005–2011. Out of the 14 sheets, tasks related to geography of the world predominated in 9 sheets, while tasks related to geography of Poland prevailed in 5 sheets (Table 2). At the high school final examination at the basic level, a greater emphasis was put on the knowledge of geography of Poland, while at the extended level – on the geography of the world. At high school final examinations prevailed tasks related to socio-economic geography (42%). 33% of the tasks concerned physical geography, 15% – regional geography, and 10% – cartography and world time calculation. In individual sheets at the basic level, the tasks related to socio-economic geography accounted for 29–44% of all tasks, while at the extended level – 32–56%. In the extended version of high school final examinations, a considerable number of tasks (25–45%) was associated also with physical geography. Typically, significantly fewer tasks of this type were prepared for the basic level (9–32%). However 18–30% of the tasks put there were related to regional geography – considerably more than in the sheets at the extended level (10–21%). The smallest number of tasks at high school final examinations concerned cartography and world time calculation (basic level: 10–19%, extended level: 3–17%). The number of points for the tasks in the aforementioned groups was not always proportional to the number of tasks. The highest number of tasks and related points at the basic and extended examinations was associated with the knowledge of facts and the ability to draw conclusions from the texts, illustrations, maps, and models attached to the tasks (36% of the tasks and points). The second most numerous group included tasks related to the knowledge of events concerning the contemporary political, social and economic situation in Poland, and in the world (basic level: 22% of tasks and 23% of points, extended level: 26% of tasks and points). In the extended-level sheets, there were more tasks concerning explanation of the processes and phenomena occurring in the geographical environment than in the sheets at the basic level; also more points were awarded for them (17% and 18%; 15% and 14%). In the basic version of the high school final examination, twice as many tasks relating to the work with maps were included than in the extended version (16% and 8%) and twice as many points (16% and 6%) could be obtained. Tasks related to the astronomical bases of geography and related points at both levels of requirements constituted 3%/6% and 3%/7% respectively, of the total number of tasks. The number of tasks verifying the knowledge of concepts and definitions, as well as the number of points were similar in the sheets at both levels (8%/9% and 7%/7% respectively) (Table 4). Some errors and inaccuracies were unfortunately not avoided at the high school final examinations (Table 16). The highest number of mistakes was observed in the basic level sheet of the high school final examination of 2005 (in 29% of the tasks). At subsequent examinations, errors occurred in a few tasks. The model of the sheet developed for the first high school final examination has not changed significantly for 7 years.},
author = {Jan Wójcik},
journal = {Annales Universitatis Paedagogicae Cracoviensis Studia Geographica},
keywords = {matura z geografii; ocena zadań maturalnych; wiedza; umiejętności; zróżnicowanie treści zadań maturalnych},
language = {pol},
pages = {84-100},
title = {Geografia na maturze – zróżnicowanie merytoryczne i ocena zadań… z arkuszy egzaminacyjnych w latach 2005–2011},
url = {http://eudml.org/doc/296594},
volume = {4},
year = {2013},
}

TY - JOUR
AU - Jan Wójcik
TI - Geografia na maturze – zróżnicowanie merytoryczne i ocena zadań… z arkuszy egzaminacyjnych w latach 2005–2011
JO - Annales Universitatis Paedagogicae Cracoviensis Studia Geographica
PY - 2013
VL - 4
SP - 84
EP - 100
AB - The paper presents a substantive and methodological assessment of the tasks and the trends in changes in the scope of knowledge and skills tested during the final examinations (matura) at Polish high schools in the years 2005–2011. The examination sheets contained a various number of tasks (27–38). They included open-ended and closed-ended tasks. With a total of 14 sheets, closed-ended tasks predominated in 9 sheets, open-ended tasks prevailed in 4 sheets, while the number of open-ended and closed-ended tasks was equal in one sheet (Table 1). Typically, more tasks were prepared to verify knowledge than to check skills (Table 2). The number of closed-ended tasks and the tasks verifying knowledge increased, while the number of open-ended tasks and the tasks checking skills decreased. These unfavourable trends were observed at the high school final examinations in the years 2005–2011. Out of the 14 sheets, tasks related to geography of the world predominated in 9 sheets, while tasks related to geography of Poland prevailed in 5 sheets (Table 2). At the high school final examination at the basic level, a greater emphasis was put on the knowledge of geography of Poland, while at the extended level – on the geography of the world. At high school final examinations prevailed tasks related to socio-economic geography (42%). 33% of the tasks concerned physical geography, 15% – regional geography, and 10% – cartography and world time calculation. In individual sheets at the basic level, the tasks related to socio-economic geography accounted for 29–44% of all tasks, while at the extended level – 32–56%. In the extended version of high school final examinations, a considerable number of tasks (25–45%) was associated also with physical geography. Typically, significantly fewer tasks of this type were prepared for the basic level (9–32%). However 18–30% of the tasks put there were related to regional geography – considerably more than in the sheets at the extended level (10–21%). The smallest number of tasks at high school final examinations concerned cartography and world time calculation (basic level: 10–19%, extended level: 3–17%). The number of points for the tasks in the aforementioned groups was not always proportional to the number of tasks. The highest number of tasks and related points at the basic and extended examinations was associated with the knowledge of facts and the ability to draw conclusions from the texts, illustrations, maps, and models attached to the tasks (36% of the tasks and points). The second most numerous group included tasks related to the knowledge of events concerning the contemporary political, social and economic situation in Poland, and in the world (basic level: 22% of tasks and 23% of points, extended level: 26% of tasks and points). In the extended-level sheets, there were more tasks concerning explanation of the processes and phenomena occurring in the geographical environment than in the sheets at the basic level; also more points were awarded for them (17% and 18%; 15% and 14%). In the basic version of the high school final examination, twice as many tasks relating to the work with maps were included than in the extended version (16% and 8%) and twice as many points (16% and 6%) could be obtained. Tasks related to the astronomical bases of geography and related points at both levels of requirements constituted 3%/6% and 3%/7% respectively, of the total number of tasks. The number of tasks verifying the knowledge of concepts and definitions, as well as the number of points were similar in the sheets at both levels (8%/9% and 7%/7% respectively) (Table 4). Some errors and inaccuracies were unfortunately not avoided at the high school final examinations (Table 16). The highest number of mistakes was observed in the basic level sheet of the high school final examination of 2005 (in 29% of the tasks). At subsequent examinations, errors occurred in a few tasks. The model of the sheet developed for the first high school final examination has not changed significantly for 7 years.
LA - pol
KW - matura z geografii; ocena zadań maturalnych; wiedza; umiejętności; zróżnicowanie treści zadań maturalnych
UR - http://eudml.org/doc/296594
ER -

References

top
  1. Dzięcioł-Kurczoba, B. (2008). Przestrzenne zróżnicowanie wyników egzaminu gimnazjalnego i matury z geografii w Polsce. Dokumentacja Geograficzna, 38, 54–60. 
  2. Dzięcioł-Kurczoba, B. (2011). Przyczyny zróżnicowania przestrzennego efektów kształcenia geograficznego w świetle wyników egzaminu maturalnego. Prace Komisji Edukacji Geograficznej PTG, 1, 79–93. 
  3. Egzamin maturalny z geografii. Poziom podstawowy, arkusze z lat 2005, 2006, 2007, 2008, 2009, 2010 i 2011, Warszawa: Centralna Komisja Egzaminacyjna. 
  4. Egzamin maturalny z geografii. Poziom rozszerzony, arkusze z lat 2005, 2006, 2007, 2008, 2009, 2010 i 2011, Warszawa: Centralna Komisja Egzaminacyjna. 
  5. Flis, J. (1976 a). Olimpijskie refleksje, część 1. Geografia w Szkole, 3, 133–140. 
  6. Flis, J. (1976 b). Olimpijskie refleksje, część 2. Geografia w Szkole, 4, 209–216. 
  7. Hibszer, A., Michalski, T. (red.). (2007). Geografia na egzaminach zewnętrznych 2002–2006. Pelplin: Wydawnictwo Bernardinum. 
  8. Soja, J., Wieczorek, T. (2005). Dlaczego Hanka nie weszła na Babią Górę? Trudności uczniów zdających maturę z geografii. Geografia w Szkole, 6, 25–32. 
  9. Wieczorek, T., Soja, J. (2008). Co z ta mapą? Trudności na maturze z geografii. Geografia w Szkole, 6, 5–10. 
  10. Wieczorek, T., Soja, J., Srokosz, W. (2007). Matura z geografii. Popularna, chociaż wcale niełatwa. Geografia w Szkole, 6, 48–54. 
  11. Wójcik, J. (2005). O „nowym” egzaminie maturalnym z geografii. Geografia w Szkole, 6, 33–36. 
  12. Wójcik, J. (2006). Drugi rok „nowej matury” z geografii. Porównanie zestawów zadań maturalnych z roku 2006 i 2005. Geografia w Szkole, 4, 27–31. 
  13. Wójcik, J. (2007). Matura z geografii 2007. Analiza zestawów zadań na poziomie podstawowym i rozszerzonym. Geografia w Szkole, 5, 20–26. 
  14. Wójcik, J. (2008). Matura z geografii 2008. Geografia w Szkole, 5, 39–48. 
  15. Wójcik, J. (2009). Matura z geografii 2009. Geografia w Szkole, 4, 49–58. 
  16. Wójcik, J. (2010). Matura z geografii 2010. Geografia w Szkole, 4, 9–16. 
  17. Wójcik, J. (2011). Matura z geografii 2011. Geografia w Szkole, 4, 5–12. 

NotesEmbed ?

top

You must be logged in to post comments.

To embed these notes on your page include the following JavaScript code on your page where you want the notes to appear.

Only the controls for the widget will be shown in your chosen language. Notes will be shown in their authored language.

Tells the widget how many notes to show per page. You can cycle through additional notes using the next and previous controls.

    
                

                
Note: Best practice suggests putting the JavaScript code just before the closing </body> tag.