The 2018-2019 academic year is ahead, which will be the graduation year for many Russian schoolchildren, who are already concerned about the issues of successfully passing the Unified State Exam and successfully entering a good university.

We will tell you how exam papers are checked in different subjects, how the scale for converting Unified State Exam points into grades works, and what innovations you can expect in 2019.

Principles for assessing work on the Unified State Exam 2019

Over the past few years, the Unified State Examination system in a number of subjects has undergone significant changes and has been brought to an optimal (according to the organizers) format, which makes it possible to fully assess the volume of knowledge of a graduate in a particular subject.

In 2018-2019, no fundamental changes are expected and it is safe to say that the same principles as in 2017-2018 will be applied to evaluate the work of graduates:

1. automated verification of forms;
2. involving experts in checking tasks with detailed answers.

How does a computer evaluate?

The first part of the examination paper involves a short answer to the questions posed, which the Unified State Examination participant must enter on a special answer form.

Important! Before starting work, be sure to read the rules for filling out the form, as incorrectly completed work will not pass the automated check.

It is quite difficult to challenge the result of a computer check. If the work was not counted due to the fault of a participant who filled out the form incorrectly, the result is considered unsatisfactory.

How do experts rate it?

In many subjects, in addition to the test part, there are tasks that require a full, detailed answer. Since it is impossible to automate the process of checking such answers, experts are involved in the verification - experienced teachers with extensive work experience.

When checking the Unified State Exam, the teacher does not know (and even with a strong desire cannot find out) whose work is in front of him and in which city (region) it was written. Testing is carried out on the basis of uniform assessment criteria developed specifically for each subject. Each work is checked by two experts. If the experts’ opinions coincide, the assessment is put on the form, but if independent appraisers disagree, then a third expert is involved in the verification, whose opinion will be decisive.

That is why it is important to write legibly and accurately so that there is no ambiguous interpretation of words and phrases.

Primary and test scores

Based on the test results, the Unified State Exam participant is awarded a certain number of primary points, which are then converted into text points (points for the entire test). Different subjects have different maximum primary points, depending on the number of tasks. But after giving the result according to the appropriate table, the Unified State Examination participant receives a final test score, which is the official result of his final tests (maximum 100 points).

So, in order to pass the exam, it is enough to achieve the established minimum threshold of the primary score:

	Minimum scores
	primary	test
Russian language
Mathematics (profile)
Computer science
Social science
Foreign languages
Biology
Geography
Literature

Based on these numbers, you can accurately understand that the exam has been passed. But what grade? The 2018 online scale will help you with this, designed specifically for converting primary Unified State Exam scores into test scores, which will also be relevant for the 2019 results. A convenient calculator can be found on the website 4ege.ru.

Announcement of official results

Graduates are always concerned with the question of how quickly they can find out what result was obtained during the test and what the scale for converting the points scored on the Unified State Exam into traditional grades will be in 2019.

Teachers often take it upon themselves to reassure students by working through the tasks of the Unified State Exam tickets immediately after the exam and assessing the quality of the students’ work and the amount of initial points scored. Official results must be waited for 8-14 days, according to the established regulations for the Unified State Exam 2019. On average, organizers approve the following inspection schedules:

• 3 days to check the work;
• 5-6 days for processing information at the federal level;
• 1 working day for approval of the results of the State Examination;
• 3 days to post results online and transfer data to educational institutions.

In the event of unforeseen situations and technical problems, these deadlines may be revised.

You can find out your owl score:

• directly at your school;
• on the portal check.ege.edu.ru;
• on the website gosuslugi.ru.

Converting points to grades

Since 2009, Unified State Examination results are not included in the graduate certificate. Therefore, today there is no official state system for converting the Unified State Examination result into a grade on a school 5-point scale. As part of the entrance campaign, the test score obtained in the exam is always summed up and taken into account. But many students are still interested in finding out how they passed the exam - 3 or 4, 4 or 5. For this, there is a special table that details the correspondence for each of the 100 points in each subject.

Estimates Using such a table is quite inconvenient. It is much easier to find out how you passed the Russian language, mathematics or history by using the online calculator 4ege.ru, which also contains a scale for converting Unified State Exam scores, which is relevant for graduates of 2019. Having received the Unified State Exam result, you should decide on a university as quickly as possible, comparing your capabilities with the real competition for the specialties you are interested in. Thus, the practice of past years shows that in some cases it is difficult to get into the most popular areas in the capital’s universities even with high scores, because not only holders of 100-point Unified State Exam results, but also winners of the largest Olympiads of the 2018-2019 academic year will compete for places.

Below are the criteria for assessing essays on the Unified State Exam in the Russian language for 2019. In the new demo versions in Russian 2019 assessment criteria were changed K2 And K4.

What can give you the most points for:

• 5 points - for a comment on the source text problem - K2
• 3 points - for literacy: spelling (K7) and punctuation (K8)

Argumentation of your own opinion on the problem - REMOVED in 2019!

Criteria for assessing the answer to task 27

K1 Formulation of source text problems

• 1 point. The examinee (in one form or another in any part of the essay) correctly formulated one of the problems of the source text. There are no factual errors related to the understanding and formulation of the problem.
• 0 points. The examinee was unable to correctly formulate any of the problems in the source text. *If the examinee did not formulate or formulated incorrectly (in one form or another in any part of the essay) one of the problems of the source text, then such work according to criteria K1–K4 is scored 0 points

K2 Commentary on the formulated problem of the source text

• 5 points. 2 examples-illustrations from the read text, important for understanding the problem. An explanation is given for the two examples given. A semantic connection between them is revealed. There are no factual errors related to understanding the source text problem in the commentary.
• 4 points. The problem formulated by the examinee is commented on based on the source text. The examinee cited no less 2 illustration examples from the read text that are important for understanding the problem. An explanation was given for the 2 examples given, but the semantic connection between them was not identified,
  or a semantic connection between the examples is identified, but an explanation is given for only one example. There are no factual errors related to understanding the source text problem in the commentary
• 3 points. The problem formulated by the examinee is commented on based on the source text. The examinee cited no less 2 illustration examples from the text read, important for understanding the problem, But an explanation is given for only one example, the semantic connection between the examples is not identified, or the examinee brought 1 example-illustration from the text read, important for understanding the problem, and gave an explanation for it. There are no factual errors related to understanding the source text problem in the commentary.
• 2 points. The examinee brought 2 illustration examples from the text read, important for understanding the problem, but did not explain their meaning.
• 1 point. The examinee brought 1 example-illustration from the text read, important for understanding the problem, but did not explain its meaning.
• 0 points. Examples and illustrations from the text read, important for understanding the problem, are not given, or
  the problem is commented without relying on the source text, or the commentary contains factual errors (one or more) related to understanding the source text, or another problem not formulated by the examinee was commented on, or instead of a commentary, a simple retelling of the text is given, or instead of a comment, a large fragment of the source text is quoted.

K3 Reflection of the position of the author of the source text

• 1 point. The examinee correctly formulated the position of the author (narrator) of the source text on the commented problem. There are no factual errors related to understanding the position of the author of the source text.
• 0 points. The position of the author of the source text by the examinee is formulated incorrectly, or the position of the author of the source text is not formulated.

K4 Attitude to the author’s position on the problem of the source text

• 1 point. The examinee expressed his attitude to the position of the author of the text on the problem (agreeing or disagreeing with the author) and substantiated it.
• 0 points. The examinee did not express his attitude to the position of the author of the text, or the examinee’s thoughts do not correspond to the formulated problem, or the examinee’s opinion is stated only formally (for example, “I agree / disagree with the author”)

II. Speech design of the essay

K5 Semantic integrity, speech coherence and consistency of presentation

• 2 points. The work of the examinee is characterized by semantic integrity, verbal coherence and consistency of presentation: - there are no logical errors, the sequence of presentation is not broken; - there are no violations of paragraph division of the text in the work.
• 1 point. The work of the examinee is characterized by semantic integrity, coherence and consistency of presentation, But 1 logical error was made, and/or There is 1 violation of paragraph division of the text in the work.
• 0 points. The examinee’s work reveals a communicative intent, But more than 1 logical error was made, and/or There are 2 cases of violation of paragraph division of the text.

K6 Accuracy and expressiveness of speech

• 2 points. The work of the examinee is characterized by the accuracy of expression of thoughts and the variety of grammatical structure of speech. * The examinee receives the highest score for this criterion only if the highest score is obtained for the K10 criterion.
• 1 point. The work of the examinee is characterized by the accuracy of expression of thoughts, But the monotony of the grammatical structure of speech can be traced, or the work of the examinee is characterized by a variety of grammatical structure of speech, But there are violations of the accuracy of expression of thoughts.
• 0 points. The work of the examinee is characterized by a poor vocabulary and monotony of the grammatical structure of speech.

III. Literacy

K7 Compliance with spelling standards

• 3 points. There are no spelling errors (or 1 minor error).
• 2 points. No more than 2 mistakes were made.
• 1 point. 3-4 mistakes were made.
• 0 points. More than 4 errors were made.

K8 Compliance with punctuation standards

• 3 points. There are no punctuation errors (or 1 minor error).
• 2 points. 1–3 mistakes made
• 1 point. 4–5 mistakes were made.
• 0 points. More than 5 errors were made.

K9 Compliance with language norms

• 2 points. There are no grammatical errors.
• 1 point. 1-2 mistakes were made.
• 0 points. More than 2 errors were made.

K10 Compliance with speech norms

• 2 points. No more than 1 speech error was made.
• 1 point. 2-3 mistakes were made.
• 0 points. More than 3 errors were made.

K11 Compliance with ethical standards

• 1 point. There are no ethical errors in the work.
• 0 points. Ethical errors were made (1 or more).

K12 Maintain factual accuracy in background material

• 1 point. There are no factual errors in the background material.
• 0 points. There were factual errors (1 or more) in the background material.

Maximum amount points for all written work (K1–K12) - 24 points.

• When assessing literacy (K7–K10), the length of the essay should be taken into account.When counting words, both independent and functional parts of speech are taken into account. Any sequence of words written without a space is counted (for example, “still” is one word, “still” is two words). Initials with a surname are considered one word (for example, “M.Yu. Lermontov” is one word). Any other symbols, in particular numbers, are not taken into account when calculating (for example, “5 years” is one word, “five years” is two words.
• The assessment standards indicated in the table are developed for essays of 150–300 words. If the essay contains partially or completely rewritten by the examinee the text of the review of task 26 and/or information about the author of the text, then the volume of such work is determined without taking into account the text of the review and/or information about the author of the text.
• If in an essay less than 70 words, then such work is not counted and is scored 0 points, the task is considered unfulfilled.
• When evaluating an essay ranging from 70 to 150 words, the number of permissible errors of four types (K7–K10) decreases.

2 points according to these criteria are given in the following cases:

• K7 – there are no spelling errors (or one minor mistake was made);
• K8 – there are no punctuation errors (or one minor error was made).

1 point according to these criteria is given in the following cases:

• K7 – no more than two mistakes were made;
• K8 – one to three mistakes were made;
• K9 – no grammatical errors;
• K10 – no more than one speech error was made.

The highest score according to criteria K7–K12 is not given for work ranging from 70 to 150 words.

• If the essay is a retelling or completely rewritten of the original text without any comments, then such work on all aspects of the test (K1-K12) is scored 0 points.
• If the work, which is a rewritten or retold source text, contains fragments of the examinee’s text, then only the number of words that belong to the examinee is taken into account when checking. Work written without reference to the text read (not based on this text) is not graded.

Solve in Russian

In the Unified State Examination in the Russian language 2017, 25 tasks are assessed, of which 24 are tests, and 25 are essays based on the text. Today, in test tasks you need to either write down words correctly (and not just find them), or find two correct answers from those proposed (task 1 and 15), or name numbers indicating the correct placement of commas. Task 7 remains difficult, where you need to correlate erroneous sentences with the rules according to which the errors were made.

1 point for a correct answer, 0 points for an incorrect answer	From 0 to 2 points	From 0 to 4 points	From 0 to 5 points
For correct completion of tasks 2–6, 8–14, 16–23 the examinee receives 1 point. For an incorrect answer or lack thereof, a penalty will be awarded. 0 points.	For completing tasks 1 and 15, you can score from 0 to 2 points. The answer that contains all the numbers from the standard and those that are missing is considered correct. other numbers. 1 point is given if: one of the numbers indicated in the answer, does not correspond to the standard; one of the numbers specified in the standard is missing answer. In all other cases, 0 points are given.	For completing task 24, you can score from 0 to 4 points. Faithful	For completing task 7, you can score from 0 to 5 points. Faithful the answer is considered to be one that contains all the numbers from the standard and lacks others numbers. For each correctly specified digit corresponding to the number from list, the examinee receives 1 point.
Maximum points
Minimum points

Essay evaluation criteria

		Points
	Formulation of source text problems
	The examinee (in one form or another) correctly formulated one of the problems of the source text. There are no factual errors related to the understanding and formulation of the problem.
	The examinee was unable to correctly formulate any of the problems in the source text.
	Commentary on the formulated problem of the source text
	The problem formulated by the examinee is commented on. There are no factual errors related to understanding the source text in the comments.
	The problem formulated by the examinee is commented on, no more than 1 factual error was made in the comments related to understanding the source text.
	The problem formulated by the examinee was not commented on, more than 1 factual error was made in the comments related to understanding the source text, another problem not formulated by the examinee was commented on, a simple retelling of the text or its fragment is given as a commentary, A large fragment of the source text is quoted as comments.
	The examinee correctly formulated the position of the author (narrator) of the source text on the commented problem. There are no factual errors related to understanding the position of the author of the source text.
	Argumentation by the examinee of his own opinion on the problem
	The examinee expressed his opinion on the problem formulated by him, posed by the author of the text (agreeing or disagreeing with the position of the author), argued it (gave at least 2 arguments, one of which was taken from fiction, journalistic or scientific literature).
	The examinee expressed his opinion on the problem formulated by him, posed by the author of the text (agreeing or disagreeing with the position of the author), argued it (gave at least 2 arguments, based on knowledge or life experience), conducted only 1 argument from fiction, journalistic or scientific literature.
	The examinee expressed his opinion on the problem formulated by him, posed by the author of the text (agreeing or disagreeing with the position of the author), argued it (gave 1 argument), relying on knowledge, life or reading experience.
	The examinee expressed his opinion on the problem posed by the author of the text (agreeing or disagreeing with the author’s position), but did not provide arguments, OR the examinee’s opinion is only formally stated (for example: “I agree / disagree with the author”), not reflected in the work at all.
	SPEECH DESIGN OF AN ESSAY
	Semantic integrity, speech coherence and consistency of presentation
	The work of the examinee is characterized by semantic integrity, verbal coherence and consistency of presentation: There are no logical errors, the sequence of presentation is not broken; There are no violations of paragraph division of the text in the work.
	The work of the examinee is characterized by semantic integrity, coherence and consistency of presentation, 1 logical error was made, There is 1 violation of paragraph division of the text in the work.
	The examinee’s work reveals a communicative intent, more than 1 logical error was made, There are 2 cases of violation of paragraph division of the text.
	Accuracy and expressiveness of speech
	The work of the examinee is characterized by the accuracy of expression of thoughts and the variety of grammatical structure of speech.
	The work of the examinee is characterized by the accuracy of expression of thoughts, the monotony of the grammatical structure of speech can be traced, the work of the examinee is characterized by a variety of grammatical structure of speech, there are violations of the accuracy of expression of thoughts.
	The work of the examinee is characterized by a poor vocabulary and monotony of the grammatical structure of speech.
	LITERACY
	Compliance with spelling standards
	no spelling errors (or 1 minor error)
	1-2 mistakes were made
	more than 2-3 mistakes were made
	more than 3 mistakes were made	0
	Compliance with punctuation standards
	no punctuation errors (or 1 minor error)
	1-2 mistakes were made
	2-3 mistakes were made
	more than 3 errors	0
	Compliance with language norms
	no grammatical errors
	1-2 mistakes were made
	more than 2 mistakes were made
	Compliance with speech norms
	no more than 1 speech error was made
	2-3 mistakes were made
	more than 3 mistakes were made
	Compliance with ethical standards
	there are no ethical errors in the work
	ethical mistakes were made (1 or more)
	Maintain factual accuracy in background material
	there are no factual errors in the background material
	there were factual errors (1 or more) in the background material
	Maximum points for an essay

When assessing literacy (K7–K10), the length of the essay should be taken into account. The assessment standards indicated in the table are developed for essays of 150–300 words. If the essay contains less than 70 words, then such work is not counted and is scored 0 points, the task is considered uncompleted.

When counting words, both independent and functional parts of speech are taken into account. Any sequence of words written without a space is counted (for example, “still” is one word, “still” is two words). Initials with a surname are considered one word (for example, “M.Yu. Lermontov” is one word). Any other symbols, in particular numbers, are not taken into account when calculating (for example, “5 years” is one word, “five years” is two words).
If the essay contains partially or completely rewritten by the examinee the text of the review of task 24 and/or information about the author of the text, then the volume of such work is determined without taking into account the text of the review and/or information about the author of the text.

When assessing an essay ranging from 70 to 150 words, the number of permissible errors of four types (K7–K10) decreases.

2 points according to these criteria are given in the following cases:
K7 – there are no spelling errors (or one minor mistake was made);
K8 – there are no punctuation errors (or one minor error was made).

1 point according to these criteria is given in the following cases:
K7 – no more than two mistakes were made;
K8 – one to three mistakes were made;
K9 – no grammatical errors;
K10 – no more than one speech error was made.

The highest score according to criteria K7–K12 is not given for work ranging from 70 to 150 words.

If the essay is a retelling or a complete rewrite of the original text without any comments, then such work in all aspects of the test (K1-K12) is scored 0 points. If the work, which is a rewritten or retold source text, contains fragments of the examinee’s text, then only the number of words that belong to the examinee is taken into account when checking. Work written without reference to the text read (not based on this text) is not graded.

In accordance with the Procedure for conducting state final certification for educational programs of secondary general education (order of the Ministry of Education and Science of Russia dated December 26, 2013 No. 1400, registered by the Ministry of Justice of Russia on February 3, 2014 No. 31205) “61. Based on the results of the first and second checks, the experts independently assign points for each answer to the tasks of the Unified State Examination paper with a detailed answer... 62. In the event of a significant discrepancy in the points given by two experts, a third check is assigned. A significant discrepancy in scores is defined in the assessment criteria for the relevant academic subject. The expert carrying out the third check is provided with information about the scores assigned by the experts who previously checked the examination work.”
A significant discrepancy is considered to be a discrepancy of 8 or more primary points between the sums of points awarded by the first and second experts for completing task 25 (for all 12 assessment positions). In this case, the third expert must give points only for those assessment positions for which the points given by the first and second experts differ.

Secondary general education

English language

Assessment criteria for the Unified State Exam 2019 in English

The purpose of the Unified State Examination in Foreign Languages ​​is to determine the level of foreign language communicative competence of examinees. The main attention is paid to speech competence, i.e. communication skills in different types of speech activity: listening, reading, writing, speaking, as well as in language competence, i.e. language knowledge and skills. Sociocultural knowledge and skills are tested in the “Listening”, “Reading”, “Writing” sections and in the oral part of the exam; Compensatory skills are tested in the “Writing” section and in the oral part of the exam.

The examination paper contains written and oral parts. The written part includes four sections: “Listening”, “Reading”, “Grammar and Vocabulary” and “Writing”. Tasks by level of difficulty have a basic level, a level of increased complexity and a high level of complexity. The work on foreign languages ​​includes 38 short-answer tasks and 6 open-ended tasks with a detailed answer.

Basic, advanced and high levels of complexity of Unified State Examination tasks are correlated with levels of foreign language proficiency as follows: basic level - A2+ (that is, closer to B1), advanced level - B1, high level - B2

The sections “Listening” and “Reading” contain tasks related to three different levels of difficulty; in the “Grammar and Vocabulary” section - to two (basic and advanced). In the “Writing” section and in the oral part of the exam, tasks range from basic to advanced levels of difficulty.

The time required to complete the four written sections of the examination is 3 hours (180 minutes). The oral part of the exam is completed on a separate day; task completion time, including preparation time, is 15 minutes. The total time for completing tasks in all sections of the examination paper is 3 hours 15 minutes (195 minutes). Recommended time for completing tasks by section:

• “Listening” - 30 minutes;
• “Reading” - 30 minutes;
• “Grammar and vocabulary” - 40 minutes;
• “Letter” - 80 minutes;
• “Speaking” (oral part of the exam) - 15 minutes.

In 2019, there are no changes to the structure and content of CMM.

• The criteria for assessing the completion of task 40 of the “Writing” section in the written part of the exam have been clarified
• The wording of task 40 has been clarified, in which the exam participant is offered a choice of two topics for an extended written statement with elements of reasoning “My opinion”

The Writing and Oral sections are assessed by experts who have undergone special training to review assignments based on criteria and assessment schemes. At the same time, in the “Writing” section, task 39 (basic level of complexity) is assessed based on the requirements of the basic level of learning a foreign language, and task 40 (high level of complexity) - based on the requirements of the profile level. In the oral part of the exam, the basic level includes tasks 1, 2 and 3, and the high level of complexity includes task 4.

A peculiarity of the assessment of tasks 39 and 40 is that if the examinee receives 0 points according to the criterion “Solving a communicative problem”, the entire task is assessed at 0 points. The same applies to tasks 3 and 4 of the oral part of the exam. When assessing tasks in the “Writing” section (39, 40), one should take into account such a parameter as the volume of written text, expressed in the number of words. The required volume for personal writing in task 39 is 100–140 words; for a detailed written statement in the task, 40 - 200–250 words.

The permissible deviation from the specified volume is 10%. If completed task 39 contains less than 90 words or task 40 contains less than 180 words, then the task is not subject to verification and is scored 0 points. If the volume is exceeded by more than 10%, i.e. if completed task 39 contains more than 154 words or task 40 contains more than 275 words, only that part of the work that corresponds to the required volume is subject to verification. When assessing task 40, special attention is paid to the examinee’s ability to produce a detailed written statement. If more than 30% of the answer is unproductive (i.e. textually coincides with the published source), then 0 points are given according to the criterion “Solving a communicative problem”, and, accordingly, the entire task is scored 0 points.

In the oral part, you should also avoid being topical, since there is a high probability that it will interfere with solving the communicative problem. In this case, you should pay attention to the volume of the statement; the criteria stipulate that the volume of the statement is insufficient, which will lead to zero for solving the problem, and therefore zero for the entire work.

Unified State Exam 2019. English language (60×84/8) 30 practice versions of exam papers to prepare for the unified state exam

The textbook is intended to prepare high school graduates and applicants for the Unified State Exam in English. It contains 10 practice versions of exam papers, compiled in full accordance with the requirements of the Unified State Exam. Each option includes tasks of different types and levels of complexity for all sections of the English language course, which allows you to quickly master the skills and abilities necessary to successfully pass the final certification.

72,500 people took part in the Unified State Exam 2018. The score dropped slightly, but overall the situation is stable. There are fewer high-scoring students. The experience of the exam has shown that receptive skills (listening, reading) are developed among graduates better than productive ones. According to the 2018 Unified State Exam statistics in English, the majority of examinees successfully completed the tasks of the section « Listening" (average percentage of completion - 76). This year, students coped well with task 1 of the basic level, but experienced certain difficulties when choosing individual answers for task 2 of increased difficulty - understanding the requested information (the average percentage of completion of the entire task 2 is 79.1). This mainly concerned the task in which, based on the text, it was impossible to give either a positive or negative answer and one had to choose option 3 - “The text does not say.” Tasks 3–9 are tasks of a high level of complexity and test the ability to fully and accurately understand a fairly complex authentic text. The average percentage of completion of these tasks is, for obvious reasons, slightly lower than for tasks 1 and 2. Not all exam participants were able to cope with the task. Exam participants with poor preparation react only to individual words that coincide in the question and answer, and do not grasp the meaning of the statements, because the level of language proficiency does not allow them to fully and accurately understand the authentic text. Thus, the participants generally successfully cope with listening tasks, despite the fact that listening is one of the most difficult types of foreign language speech activity. An analysis of the results of completing tasks in the “Listening” section showed that examinees with poor preparation mainly cope with those tasks in which the same words and phrases appear in the text itself. Unfortunately, when choosing an answer, they rely not on the meaning of the text, but on individual words and phrases and do not take into account the fact that, as a rule, paraphrases, synonyms, and antonyms are given in the answer options. The task of establishing correspondence is especially difficult for examinees when the correct answer is “The text does not say.” Here, too, examinees often rely on the same words and phrases in the question and answer, or on their personal experience. The analysis shows that not only the low level of communicative competence, but also the lack of development of meta-subject skills in working with information (general educational competence) prevents participants from choosing the correct answer. These include, first of all, the insufficient development of critical thinking skills, which does not allow one to quickly distinguish essential information from secondary information, establish cause-and-effect relationships between facts and events, comprehend the author’s position, determine the general idea of ​​the text, etc.

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Reading

Reading (average percentage of completion - 76.9). In general, the tasks were completed successfully; the third text caused the main difficulties. (in task 10 the average percentage of completion is 88; in task 11 - 82.1; in task 12-18 - 60.8).

As in listening, weak students rely on individual words, sometimes not even key words. In task 10, they are prevented from understanding the meaning of the entire text not only by insufficiently developed communication skills, but also by weak meta-subject skills, such as the ability to separate the important from the unimportant, reject unnecessary information, understand how different pieces of information are related to each other, and highlight cause-and-effect relationships . In task 11, the reason for choosing the wrong answers is, as a rule, ignorance of the rules for constructing sentences, ignorance of grammatical structures, often even parts of speech, conjunctions, allied words, prepositions, as well as, in general, logical and semantic means that make the text coherent and logical. Participants do not always take into account that the selected fragment must correspond to the sentence not only in structure, but also in meaning. In tasks 12-18, participants often forget that the correct answers are usually paraphrased.

Errors when completing reading tasks are similar to the errors that participants make in the “Listening” section. This is mainly explained by the fact that these two types of speech activity are receptive and are based on similar mechanisms for perceiving and comprehending texts.

Grammar and vocabulary

The average percentage of tasks completed for the entire section in 2018 was 68.1.

The level of task completion has increased slightly, however, as in previous years, the use of verbs in the Past and Future Simple, Present Perfect, Passive Voice in the Past Simple forms are still typical mistakes. Students make a large number of mistakes in forms, even make spelling mistakes and confuse parts of speech. There are a number of areas in which exam takers have difficulty. To grammar, first of all, we include parts of speech and their functions in a sentence, tense forms of verbs, pronouns (personal and demonstrative), degrees of comparison of adjectives and adverbs, plural of nouns, ordinal numbers, conjunctions and prepositions.

Vocabulary includes: the skills of correct use of a word in context, taking into account polysemy, synonymy, antonymy, homonymy, lexical compatibility, the influence of grammatical structure and grammatical environment on the choice of the right word, as well as the skills of using frequency phrasal verbs and word formation skills. Moreover, we are not talking about knowledge of the rules, but about practical skills in using

Letter

Written tasks traditionally cause great difficulties for exam participants. Task 39 shows a good trend; students make fewer mistakes in the structure of their writing and use etiquette clichés.

Common mistakes

• Incorrect or inaccurate answers to questions
  The student simply does not understand the meaning of the question and answers inappropriately. What food do you often have? Now I have...
• Combining answers to two questions into one
  Similar in meaning questions like What food do you usually have in your refrigerator? Who buys food in your family?
• Generating questions for a friend
  Questions are not substantive, questions the answer to which exists in the task. Difficulties with correct question formation.

A significant number of shortcomings can be found in the implementation of task No. 40. Proceeding to a detailed analysis of the implementation of task 40, let us recall that it is characterized by a high level of complexity (B2 on the pan-European scale). Accordingly, both the topics of detailed written statements and the vocabulary used in the formulations are quite complex, although they are within the framework of the school curriculum of a specialized/in-depth level (5–6 hours of a foreign language per week).

• Complexity of topics from the point of view of general perception (digital literacy, virtual traveling)
• Logic and means of logical communication
• Failure to follow the plan
• Counterarguments do not support arguments
• Aspects not fully disclosed
• Rhetorical questions
• Violation of the logic of statements
• Incorrect use of logical communications
• A large number of grammatical errors, lexical errors, spelling errors

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Speaking

Analysis of statistics showed that the oral part in 2018 was completed quite successfully, although worse than in the previous year (in 2017, the average percentage of completion was 69; in 2018, 64.9). The performance of basic task 1 has improved somewhat. The overwhelming number of graduates manage to read the text proposed in task 1, and make fewer phonetic errors regarding the pronunciation of sounds, for example, interdental ones. However, examinees still find it difficult to read words that are not pronounced correctly, add endings where there are none, do not read endings, do not know how to divide sentences into syntagms, and do not have intonation skills. There are still answers in which the stress in the simplest words is broken.

When completing task 2, exam participants often failed to cope with the task, both in terms of completing the communicative task (the questions did not correspond to the proposed communicative task), and in terms of grammar, vocabulary, and sometimes pronunciation. inaccurate request for information

In task 3

• reproduction of memorized pieces of text instead of spontaneous speech (this was especially often manifested in long introductions and conclusions);
• incomplete or inaccurate coverage of plan items;
• lack of contact with a friend;
• logical errors;
• misuse of logical communications

Task 4

The introduction of different wording was done in order to avoid the reproduction of fragments of text learned by heart and to encourage spontaneous speech. Task 4 is a task of a high level of complexity and requires both good language proficiency and confident mastery of meta-subject skills.

In addition to these errors, test takers often provided incomplete answers to Item 1, which required a brief description of the photographs, mentioning what was happening and where it was happening. Some examinees described both photographs, but only one of the elements (location, action) or described the first photo completely, and when describing the second, they skipped one of the elements. All this led to a decrease in scores. Just as in previous years, repetitions of both ideas and vocabulary were observed in paragraph 1 of the plan and in subsequent paragraphs (this led to a decrease in scores).

The positive aspects of completing this task in 2018 include compliance by the majority of participants with the structure of the monologue and its volume (on average 7-9 phrases, and not 6-7, as in the previous year). However, the number of lexical and grammatical errors increased, which also led to a decrease in scores for the task.

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I. Structure of the examination paper

The examination paper in the Russian language consists of three parts:

Part 1(A1-A30) contains 30 tasks. For each of them there are 4 possible answers, only one of which is correct.
Part 2(B1-B8) contains 8 tasks, the answers to which must be formulated independently.
Part 3(C1) consists of one task and is a short written work on the text (essay).

Long-term statistics show that the most difficult tasks of the Russian language examination paper for all participants are found in part 2, the easiest - in part 1.

Part 1 work (A1-A30) checks the mastery of educational material by graduates at a basic level of complexity.
All tasks parts 2(B1-B8) belong to a high level of complexity.
Part 3(C1 - essay) is a task of an increased level of complexity.

II. Checking the examination paper

Parts 1 and 2 checked using a computer. Therefore, you should pay attention to the correct formatting of answers.

This small written work on the text (essay) is performed based on the source text and checked by experts.
- An essay-reasoning has a clear structure and logic and must be built according to certain laws: it must have a thesis and arguments;
- the volume of the essay is at least 150 words. If the essay contains less than 70 words, then such work is not counted (scored with zero points), the task is considered uncompleted;
- the essay should be written neatly, in legible handwriting;
work written without relying on the text read (not based on the given text) is not graded;
- if the essay is a retelling or completely rewritten of the original text without any comments, then such work is graded 0 points.

III. Assessment of examination work

The correct answer, depending on the complexity of each task, is awarded one or more points. The points received for all completed tasks are summed up.

Each correct answer in the tasks of part 1 (A) brings 1 primary point. If two or more answers are indicated (including the correct one), an incorrect answer or no answer, 0 points are given.

For the correct answer to tasks B1, B2, B3, B4, B5, B6, B7, 1 point is given, for an incorrect answer or no answer - 0 points.
Task B8 is graded on a scale from 0 to 4 points. For each correctly indicated number corresponding to the number of the term from the list, the examinee receives 1 point:

4 points: no errors
3 points: 1 mistake made
2 points: 2 mistakes made
1 point: only one number is correct
0 points: completely incorrect answer (wrong set of numbers) or no answer).

For completing the task of part 3 (C1), the maximum number of primary points is 23.
The results of parts 1 and 2 are processed automatically.
Part 3 assignment © is checked by two independent experts. If the experts disagree in their assessment of the work, a third expert is appointed.

The maximum number of primary points for the entire work is 64 (100 test points).