Where did ege come from. The history of the creation of the exam Who should not take the exam

Mikhail Zadornov

The USE was introduced in France after the former French colonies in Africa became independent states. A wave of Afro-immigrants poured into France. Their education was so primitive that they could clearly answer at the level of "yes", "no" ... Many of them could only count up to ten. Everything that is further, denoted by the word "many". They heard that there are millions, but how many it is, they didn’t imagine exactly.

It was because of them that the exam system was simplified, the Unified State Examination and the test polling system were introduced, in which the ability to think is replaced by guessing. A year later, demonstrations and unrest began in France ... The people protested, the thinking of young people began to turn from multipolar to bipolar. In short, they wanted the best, but it turned out according to Chernomyrdin!

However, the French were great! They did not want to live according to the prophet of the future. Three years later, the French government was forced to abandon innovations, because not only the French people, but also the government itself began to grow dull.

It would seem that it was possible to put an end to the system of a single exam-testing. But no! England all these years has been attentively and with joy watching the dulling France - her eternal rival. It was in those years that America began to irritate England more and more. She was gaining such economic power that she no longer wanted to remain a subsidiary of the London financial branch. The energy of this arrogant young state had to be immediately cut off at the root. It was here that the conclusions made by British intelligence came in handy, observing the “successful” results of the Unified State Examination in France.

It was in the depths of British intelligence that a plan was developed to “castrate” American education. They understood that it was necessary to start zombifying Americans from the youth. To do this, it is necessary to promote the system of tested learning as more profitable. Disconnect the student from the interlocutor teacher. To produce mediocre people-crammers instead of those who have to learn to create.

And so ... in the mid-60s, a group of several people, trained by British intelligence, went to America to engage in PR for a new education system, which was supposed to throw all subsequent generations of American youth in its development several centuries ago. The Americans of that time turned out to be no less greedy for PR than we are today. In less than two decades, the most popular expression in relation to Americans among the world's intelligentsia appeared - "narrow-minded" (narrow-minded).

Using the example of America, it became clear that the USE and the test system of education turned out to be the most massive means of defeating young people! With a range much greater than that of a hydrogen bomb.

The less costly test-based learning system quickly took hold in a profit-calculating America. The creative abilities of an entire generation were switched over to the development of the motor functions of memory. And young Americans before our eyes turned from "eagles" into "fat pigeons."

Many years will pass, several waves of Soviet emigrants will flood into America in a row. In terms of the energy of thinking, education, ability to think - these will not even be waves, but real “ninth waves”. Many will come to America with their children, enroll them in American schools and be madly happy that all their kids are Newtons, Mendeleevs and Leibniz against the backdrop of Americans ... The expression “How stupid they are!” I first heard in America from our emigrants.

But the education system of the Soviet Union continued to be the envy of Western scientific circles. Even in the most difficult years, the intellect of the nation was preserved. It was thanks to him, and not to the Soviet government and not to the economy, that our state was the greatest in the world. Because the wide-ranging development of the child's abilities has always been at the forefront of Soviet education. Teachers tried to teach him to think independently, and not mindlessly memorize.

"Teaching" and "learning" are different words! "Learning" involves the development of conditioned reflexes. Academician Pavlov showed that even animals are subject to learning. Therefore, they live in a world of consumption: the monkey pulled the string - Pavlov himself brings her food! Education involves the development of the brain. "Taught" can reproduce only what was put into it. "Trained" - to give birth to new ideas! You can teach both a monkey and a dog ... To train - only a person! Therefore, if “training” in young people is replaced by “learning”, the reverse process of evolution from man to monkey will begin! What, in fact, happened in many Western countries that followed the American path.

We must pay tribute to the Americans, not all of them accepted the new education system. US President John F. Kennedy also resisted desperately. In one of his speeches, he did not hesitate to express the opinion that the best education system in the Soviet Union.

The main stages and goals of the Unified State Exam in the country.

1. 1997 Some schools began to conduct experiments on voluntary testing of graduates. The author of the idea was the Minister of Education Vladimir Filippov.

2. 2001-2003 Decrees of the Government of the Russian Federation:
"On the organization of the experiment and the introduction of a unified state exam" dated February 16, 2001. "On the participation of educational institutions of secondary vocational education in the experiment on the introduction of a unified state exam" dated April 5, 2002.
In 2003, the experiment covered 47 subjects of the Russian Federation.

3. 2004-2006
The task was set: to solve the main problem of the Unified State Examination over the course of three years - reducing the burden on graduates due to the complete combination of final and credential exams. For this, the number of universities that accepted applicants based on the results of the Unified State Examination was significantly increased.
In 2006, about 950,000 schoolchildren in 79 regions of Russia already passed the USE.

4. 2007-2009
Until 2009, the "+1" system operated, when not a single graduate was left without a certificate due to unsuccessful passing of the exam. At that time, there was still an official translation of USE scores into grades ().
In 2007, the Federal Law “On Amendments to the Law of the Russian Federation “On Education” was adopted. Since 2009, the exam has become mandatory and uniform for all graduates of the country.

The official goals of the exam:

eliminate corruption in schools and universities and ensure effective testing of graduates' knowledge.
In addition, the state exam was supposed to make higher education truly accessible to children from the regions.

Arguments in favor of the exam:

1. The USE helps to avoid corruption and cronyism when entering universities.
2. The USE evaluates the knowledge and abilities of the student more objectively than traditional types of exams.
3. The USE stimulates the preparation of students for the exam, including independent.
4. The USE allows you to compare the quality of education in different schools and regions.
5. The USE allows graduates to enter universities located at a considerable distance from their place of residence, without spending money on travel, but simply by sending information about passing the USE by mail. It facilitates the submission of documents to several universities at once, without the need to take exams in each of them.
6. The USE allows you to identify worthy applicants in the provinces who previously did not have the opportunity to take entrance exams in large cities.
7. The verification of the result is partially computerized, which saves time and money, since there is no need to spend money on the services of hired inspectors.
8. Increasing the requirements for the Unified State Exam is said to lead to an increase in the quality of education, the qualifications of teachers and the quality of educational literature.
9. The USE is similar to the final exam systems in developed countries (USA, Israel and others), which over time may lead to the recognition of Russian school certificates in other countries.
10. The USE is scored on a wider scale of points (100) than standard exams (actually 4), which makes it possible to identify the best of the best.
11. Statements about the “suffering of the logical and mental skill in general, as well as the creative and rational beginning” have no basis, since all subjects have part C, which (in cases with Russian, history, social science and some other subjects) requires precisely reasoned proof of one's position

Arguments against the exam:

1. As a result of the transition from a full-fledged exam to tests, the development of the ability to prove and form the correct answer is excluded, logical and thinking skills in general, as well as creativity and rationality, suffer.
2. Control and measuring materials are unusual for the Russian education system.
3. The exam in social science contains incorrectly set tasks and controversial answer options.
4. The USE does not help to completely avoid corruption.
5. It is impossible to qualitatively check the level of preparedness of poorly and well-prepared school graduates with one control and measuring material.
6. The specialization of the school is not taken into account: students from both schools with a humanitarian and a natural science bias pass the same version of the mandatory final exam.
7. The USE leads to a new type of tutoring associated with an increase in the level of knowledge in the specifications of the USE.
8. During computerized checking of parts A and B, errors in recognizing the student's answers are possible, which are counted as incorrect answers.
9. The exam in non-linguistic subjects cannot be taken in the languages ​​​​of the peoples of the Russian Federation except for Russian.

“The USE is a mirror that reflects the level of preparation of applicants. You can, of course, split it, because you haven’t shaved since morning and your face is swollen. But it's better to go shave, and the attitude to the mirror will be much better.

The deepest reason for public rejection of the USE is not in the methodology, but in its social effect. The interests of significant groups - namely, the population of the country's largest cities - were infringed. Residents of Moscow, St. Petersburg, Yekaterinburg, Novosibirsk, Nizhny Novgorod after the collapse of the USSR for 15 years had the opportunity to almost exclusively use an important social good - free higher education for their children in the best universities. They just happened to be closer to them and had average incomes that allowed them to pay for preparation courses for university exams. Residents of other regions, small towns, villages found themselves outside the system of training for the best universities - both in terms of their place of residence and in terms of their income, which is 2-3 times lower than those living in megacities.

But the leading universities at one time were built for the whole country, and under Soviet rule, 75% of Moscow students were from other cities. In the early 2000s, when the USE was just conceived, only 25% of students from other regions remained in Moscow, and a third in St. Petersburg. Now at HSE, for example, there are already almost 60% of them. For example, if earlier it was possible to enter the Higher School of Economics or Moscow State University on a budget with 70-75 points (our exams, "recalculated" in the Unified State Examination), today - with 80-85. Five years ago, a Muscovite who had a “four” (according to the Unified State Examination, this is 55-70 points) in a specialized subject could enter a normal, good Moscow university five years ago, but today the border has shifted upwards - this is no less than 62-65 points. The situation has changed, and the interests of people who cannot pay for the education of their children in the best universities, but can spend money on, say, university tutors, turned out to be against the Unified State Examination. For 15 years they built the happiness of their children on the rejection of the opportunity to develop the rest of the population of the country. It was not the Muscovites who arranged this, but they are used to these circumstances, and the restoration of justice does not arouse their support.”

The USE first appeared in France in the mid-sixties. After the recognition of the former French colonies as independent states, France was flooded with flows of African immigrants who sought work and a better life in Europe. The level of education in the former colonies was so low that immigrants practically could not read and count. It was the influx of illiterate segments of the population into the country that France was forced to simplify the examination system as much as possible. A test system for checking knowledge was introduced, which implied partial or complete guessing of the correct answer in the absence of knowledge of the subject.
Three years later, as a result of a wide wave of protests among the indigenous population of France, the government recognized the failure of the testing system, and the USE was canceled.

The next testing ground for the USE system was America. And so, a few years later, the United States, having adopted the experience of the French, instead of the usual exams, introduced a unified state exam in the form of a test. The test system of education seemed to the US government more cost-effective and reasonable, despite the fact that it was obvious that it completely stopped the development of logic and creative thinking in the younger generation and was aimed only at mechanical memorization of the correct answers. Not all Americans supported such an education system. In particular, President Kennedy openly opposed impersonal testing, but could not do anything.

At the same time, the education system of the USSR for a long time maintained the priority development of the versatile personality of the child, the development of the ability to think independently, be creative in solving problems and be fluent in oral speech. This direction was considered correct for many years and was not subjected to change.
However, with the collapse of the Soviet Union, ways to improve the education system began to be considered, new options for learning and testing knowledge were sought. As a result of a long search, the Ministry of Education of Russia settled on the USE in the form of testing.
By this time, the USE had already been tested on its own system and most countries had abandoned it. In the US, the unified exam still exists. But it is not mandatory for everyone. Anyone can take the exam, but only by paying for this procedure. At the same time, the certificate of passing the USE is taken into account when entering higher educational institutions, but does not replace the mandatory passing of exams in the traditional oral form.

The population of Russia is perplexed. Who benefited from introducing a testing system that all other countries had abandoned? The Soviet education system really needed revision and adjustments. However, to a greater extent, this concerned certain subjects and topics chosen for study by the communists. The main goal of any education is to grow a diversified personality capable of thinking logically, creatively, including ingenuity and fantasy. Will we be able to preserve our great and mighty Russian language if children mechanically tick off the correct answers, if they stop telling the material orally, if they are deprived of the opportunity to dialogue with the teacher during the exam? One can only hope that personal experience in schools and the common sense of officials will nevertheless lead us to the same conclusion that many countries of the world have already made: testing is a test of knowledge, but not a test of personality. It is necessary to prepare people not for the lottery, but for an honest and open life.

The first analogue of the USE was introduced in France in the 60s. The French colonies in Africa gained independence, and there were a lot of immigrants from Africa in the country. The level of their education was extremely low, but, nevertheless, the children of immigrants needed to study, and the French authorities went to meet them, greatly simplifying the exam system. Test surveys were introduced, the final exam was combined with the entrance exam.

Very soon, numerous demonstrations and protests began in France: the people did not accept the new system, believing that it would lead to the “stupefaction” of the nation. The confrontation did not last long: after three years, the government, having evaluated the results of the new policy, abandoned innovations.

However, such a system has quite successfully taken root in America. It is less expensive and very convenient. Now the idea of ​​"2 exams in 1" has begun to spread throughout the world.

USE in Russia

The first prototypes of the USE began to appear in Russia in 1997. Some schools began to conduct experiments on voluntary testing of graduates.

Vladimir Filippov, who headed the Ministry of Education from 1998 to 2004, was the author of the idea of ​​the Unified State Examination in Russia. It was he who launched a large-scale reform of domestic education: Russia's accession to the Bologna process with the division of higher education into bachelor's and master's programs, the creation of new educational standards. One of the necessary conditions for this process was the introduction of new methods for assessing the knowledge of schoolchildren.

The USE was supposed to eliminate corruption in schools and universities and provide an effective test of knowledge of graduates (the standard five-point scale has long failed to cope with this task). That is why a test form was chosen, with which an impartial machine works. In addition, the state exam was supposed to make higher education truly accessible to children from the regions.

“You can enter all elite and most other universities only through tutoring at a given university, or through paid courses at it, or through a targeted admission that they implement, or through “contractual” schools that Moscow and St. Petersburg universities have” Filippov stated.

In 1999, the Federal Testing Center of the Ministry of Education and Science was established. Objective: development of a testing system in the country, as well as monitoring the quality of knowledge of students in Russian educational institutions.

Under the leadership of the director of the center Vladimir Khlebnikov, the idea, technology and methodology for conducting the exam, as well as its software and scaling of test results, were developed. At the same time, the basis for compiling KIMs was formed, the issues of coordinating the information and technological support of the exam were resolved.

In 2000, a new plan for the development of education was outlined at the disposal of the Government of the Russian Federation: “A phased transition to normative per capita financing of higher professional education provides for the development of the technology for conducting the Unified State Final Examination and its subsequent legislative consolidation.”

Implementation of the new plan began almost immediately. However, it was impossible to foresee all possible obstacles and "pitfalls" in advance. The USE has undergone many changes since its inception. Its development was carried out in several conditional stages.

Stage 2001-2003

The experiment on the introduction of the Unified State Examination was launched by two decrees of the Government of the Russian Federation:
• "On the organization of an experiment on the introduction of a unified state exam" dated February 16, 2001
• "On the participation of educational institutions of secondary vocational education in the experiment on the introduction of a unified state exam" dated April 5, 2002.

Experimental regions were chosen, where for the first time the Unified State Examination was passed in eight subjects: the Republic of Chuvashia, Mari El, Yakutia, Samara and Rostov regions. More than 30 thousand people and about 50 state universities took part in eight academic disciplines.

Before the start of the experiment, a large-scale campaign was launched to support the unified state exam. First of all, active work was carried out to inform the population through the media, conferences and trainings for teachers, special classes in schools were held. In parallel, a powerful anti-corruption movement began in the entire education system.

The specific list of subjects for which the USE was held in 2001-2008 was established by each region independently.

In 2002, an experiment to introduce a unified state exam was already held in 16 regions of the country. It was taken by graduates of 8,400 schools; according to the grades obtained at the Unified State Examination, admission was carried out in 117 universities.

In 2003, 47 regions took part in the experiment, and in 11 of them, graduates took the USE in all nine subjects of the school curriculum. The exam was conducted by 18.5 thousand Russian schools.

The number of universities that recruited students on the basis of exam results increased significantly - up to 245. The experiment included, among other things, some medical schools, as well as universities that train specialists in the field of culture and sports.

In a word, the Unified State Examination was spreading very actively throughout the country. Already in 2004 - maximum in 2005 - the experiment was recognized as successful and planned to be made mandatory.

results

However, not everything was smooth sailing.

There were loud voices of protest against the introduction of the Unified State Examination. Many figures of science and culture, teachers, schoolchildren, and their parents were dissatisfied. They pointed out the main shortcomings of the exam. It was argued that testing, in principle, is not capable of revealing the level of knowledge, and the learning process turns into “training” for an exam. Also, many spoke about the exorbitant complexity of tasks for schoolchildren, and a general increase in the workload on students.

In the opinion of many, with this form of certification, there was no individual approach to schoolchildren, the difference in the conditions of their education was not taken into account.

In addition, many prestigious (and not so prestigious) universities did not take into account the results of the Unified State Examination, so that graduates had to endure a double load of exams.

Based on the results of the trial USE, it was concluded that the regulatory framework requires significant improvements and improvements. There were a lot of problems with the work of examination boards, filing appeals, enrolling in universities.

In addition, there were problems with the organization of the exam, both with the procedure for the procedure itself, and with the delivery and processing of the results. But most of the criticism was caused by questions and tasks of the exam.

Stage 2004-2006

Innovations

The task was set: to solve the main problem of the Unified State Examination over the course of three years - reducing the burden on graduates due to the complete combination of final and entrance exams. For this, the number of universities that accepted applicants based on the results of the Unified State Examination was significantly increased.

In 2004, 65 regions of Russia passed the exam, the number of universities and colleges increased to 946 and 1530, respectively. The number of general education subjects for which the USE was taken has increased. In 2006, 950,000 schoolchildren in 79 regions of Russia took the Unified State Examination.

Since 2004, the Ministry of Defense of the Russian Federation has taken part in an experiment on enrolling cadets in the first courses of military universities based on the results of passing the Unified State Examination, and in 2005 it introduced the State Final Attestation in a new form (GIA) for graduates of the Suvorov military, Nakhimov Naval Schools and cadet buildings.

An important improvement was the possibility of correspondence admission of graduates to several universities at the same time. Moreover, it was possible to send documents to an unlimited number of educational institutions (of those that counted the results of the exam). The financing of the project increased even more. The procedure for conducting the exam has been significantly improved.

Testing for graduates began to be carried out in two stages: immediately after graduation (in May-June) and a month later. This was introduced so that students still have enough strength for the exam, as well as time to send their results to more educational institutions.

results

Of all the constituent entities of the Russian Federation, only the Nizhny Novgorod region categorically refused to participate in the USE experiment. Nizhny Novgorod residents explained this by the fact that the USE is inherently incorrect, and their exam will be held only after the relevant government decisions in the regular mode, when it is legalized.

By 2005, it was not possible to complete the experiment, and it was decided to make the USE mandatory by 2008. A resolution appeared: to complete the project of the Government of the Russian Federation “On the phased introduction of a unified state exam on the territory of the Russian Federation” as soon as possible, and also to determine approaches to the creation of an all-Russian quality assessment system education.

However, a serious problem arose with the introduction of the Unified State Examination in creative universities. The rectors of the largest educational institutions categorically spoke out against the introduction of the Unified State Examination. True, the state exam did not cancel the creative competition, and applicants still passed these disciplines in the same order. Nevertheless, the main general education subjects (Russian language, literature, mathematics) in most creative universities were already counted according to the results of the Unified State Examination. The most dramatic changes have taken place in the capital: the Moscow Department of Education has obliged all educational institutions related to the arts to allocate 50% of specialties for applicants entering the USE results. Literally a few were able to get around this decision.

However, despite the apparent success of the Unified State Examination, discontent still did not subside. One more problem has been added to the old problems: the discrepancy between the requirements of the USE and the school curriculum.

The main opponent of the introduction of the Unified State Examination, the rector of Moscow State University Viktor Sadovnichy, called the state exam "a forge of mediocrities." His point of view was shared by almost all the rectors of major universities in Russia. But at the same time, Vladimir Putin, in his message to the Federal Assembly, unequivocally spoke out on the importance of a transparent procedure for the state examination of knowledge, understanding by this precisely the Unified State Examination.

Stage 2007-2009

Innovations

In 2007, the Federal Law “On Amendments to the Law of the Russian Federation “On Education”, the Federal Law “On Higher and Postgraduate Vocational Education” and Art. 2 of the Federal Law "On Amendments to Certain Legislative Acts of the Russian Federation in Connection with the Improvement of the Delineation of Powers".

Until 2009, the procedure for conducting the exam remained the same. The Regulations on the Unified State Examination, approved by order of the Ministry of Education seven years ago, continued to operate in full. The new amendments established in Russia until January 1, 2009 a transitional period for the introduction of the USE in full throughout Russia. They contained significant changes during the exam.

First of all, school medals and vocational diplomas with honors lost their validity, and their owners were deprived of benefits: now they had to take the exam on general terms. However, the total number of beneficiaries increased significantly: out of competition, provided that they successfully passed the exam, not only orphans and children left without parental care, children under the age of 23 (as was decided earlier), but also children of military personnel could enter universities, who died in the performance of military service duties or while participating in counter-terrorism operations. In addition, champions of the Olympic, Paralympic and Deaflympics have the right to enter without entrance examinations to study in the areas of training (specialties) in the field of physical culture and sports.

Also, the Federal Law of February 9, 2007 significantly expanded the number of Olympiads, according to the results of which a school graduate can be admitted to a higher educational institution with a minimum USE score. From now on, their list will be annually approved by the Ministry of Education and Science of the Russian Federation.

Also, the Ministry of Education and Science of the Russian Federation, together with Rosobrnadzor, began the active development of additional legal acts regulating the issues of conducting the Unified State Examination and State Examination among graduates.

A specific deadline was set: before April 1, all colleges and universities must announce a list of specialties and forms of study for which admission was announced based on the results of the Unified State Examination, and a list of entrance tests. And on May 1, the admission rules should be fully published.

In 2008, over a million students in all regions took the USE. The number of constituent entities of the Russian Federation, where the USE was passed, increased to 92 regions;

On January 1, 2009, amendments to the laws “On Education” and “On Higher and Postgraduate Professional Education” came into force, which proclaimed the USE mandatory for all graduates, regardless of whether they are going to continue their studies at the university or not. A mandatory state exam has also become for foreign citizens studying in Russian schools, stateless persons, refugees and internally displaced persons.

The USE-2009 has been significantly transformed. In addition to the above points, other changes were introduced. First of all, he began to play a major role in entering the university. The results of passing the exam at school at the same time began to be counted as entrance exams.

To obtain a certificate, schoolchildren had to pass only two mandatory exams - in Russian and mathematics, and four to enter a university. Additional exams were determined depending on the requirements of the university upon admission, however, the results of entrance examinations in the Russian language were mandatory for admission to all specialties.

Some universities (namely 24) received permission from the government to conduct their own additional tests for some specialties. Additional tests were organized in creative and professional specialties requiring special creative, physical or psychological qualities.

Also, each university is now obliged to set its own threshold before accepting applications. This is necessary in order to facilitate the choice of an educational institution for those applicants whose scores are not high enough.

Documents for admission to the university could now be sent by mail, which greatly facilitated the graduates' opportunities for admission.

Getting admission to the exam has become more difficult: now it’s not enough just to finish grade 11 - it was necessary to write a final test in mathematics and an essay in Russian for a positive assessment.

The scores obtained in the state exam no longer affect the final grades that are set in the certificate. However, if the graduate passes both mandatory exams unsatisfactorily, he is issued a certificate of study at school, and is granted the right to retake the exam only after a year.

The problem with the recalculation and scaling of the USE results has been solved: the transfer of points to grades has been canceled. Now a graduate, graduating from school, received a separate certificate of passing the exam and a certificate. The results of the exam are valid until December 31 of the year following the exam.

results

The admissions campaign, which usually ran smoothly until the end of July, ended in 2009 only by the beginning of the school year. The main problem was the ability to apply to an unlimited number of universities and three "waves" of admission. Because of this, there was a huge confusion and a lot of scandals.

Difficulties also arose due to the fact that many applicants could not pick up the original documents for admission to the chosen university, since they had already been enrolled in another.

A lot of dissatisfaction arose because of the "influx" of applicants of the preferential category. The first list of state employees almost entirely consisted of applicants entering out of competition. As a result, people with high USE scores faced the need to either wait for the second wave or submit original documents to other universities. Successful applicants with good USE results were often unable to enter the desired university.

Also, the problem of the uncertainty of applicants in their choice was revealed: they applied for a wide variety of directions, without gravitating towards any particular one. This created difficulties not only during enrollment, but also during further education.

2010

Innovations

Some changes have undergone KIM in mathematics and literature. This was preceded by the collapse of graduates in the previous year's exam: 25% of schoolchildren wrote an exam in mathematics with an unsatisfactory mark. As for literature, the main problem was the impossibility of an objective assessment of such an abstract, sometimes intuitive subject in a test form. Tasks in mathematics were transformed into more specific, everyday ones. New tests assumed not only knowledge of formulas and rules, but also the ability to use them in practice, understanding the subject itself.

Graduates who graduated from high school before January 1, 2009, i.e. before the Unified State Examination became compulsory, received a choice. Now, when entering a full-time university, they may not take the Unified State Examination, but take exams in the traditional form. Previously, this was allowed only for those who entered the correspondence and evening departments of universities.

The number of stages of admission to universities has decreased from three to two. This made it possible to timely determine whether the applicant scored the required number of points to enter the chosen university. The right of a student to pick up his documents from the admissions office of one university and forward them to another, where he went in the second wave, was strictly observed. And it could all be done in one day.

Universities have the right to set a minimum score threshold not only for the profile, but also for all other subjects.

The target intake was reduced by 10%. In addition, the issue of its cancellation for humanitarian areas, where there are too many graduates: lawyers, economists, managers, etc., has become urgent.

A new rule was also legislatively approved: this year it was possible to apply to no more than five universities, and no more than three directions in each.

In order to avoid a repetition of conflict situations that often arose due to a lack of necessary information, the government obliged all universities to publish their own rules for admission, areas of study, and a list of entrance tests before February 1 on their websites.

results

According to the All-Russian Society for the Protection of the Rights of Consumers of Educational Services and the Department of Economic Security of the Ministry of Internal Affairs, in 2010, due to the mandatory state exam, the amount of corruption in education increased. Moreover, bribery has moved from universities to the school level. This has become one of the main arguments against the introduction of the USE in Russia.

Creative universities still defend their right to accept applicants not on the basis of the results of the Unified State Examination, but on the basis of their own exams. There are those who succeed: the Conservatory. P.I. Tchaikovsky, State Musical College. Gnesins, RATI and the Moscow Art Theater School-Studio.

However, in most creative universities, the results of the Unified State Exam for at least one of the exams are counted. True, while the state exam does not cancel the traditional entrance examinations.

At the same time, many educational institutions find a way to “get around” the USE. For example, the higher theater schools. Shchepkin and them. Schukin, state exam points are counted only for an essay, and then only for citizens of the CIS countries. Medalists are given the opportunity to choose: to present the results of the exam or write an essay right on the exam.

Limiting the number of educational institutions where one could apply has played a positive role: the hype and panic of 2009 have been avoided. The recruitment campaign went smoothly and quite successfully.

There was another problem. In the context of the growing demographic crisis, many universities began to reduce the passing score in many specialties, as a result of which, often, they recruited students who were not very well prepared. This problem is now the most relevant, since graduates are becoming less and less every year. The Ministry of Education and Science focused its attention, first of all, on resolving this issue.

The introduction of the USE and its evolution over the course of almost 10 years made it clear that neither the Government of Russia, nor the Ministry of Education and Science, nor the scientific community consider this form of knowledge assessment to be perfect. Every year, the USE has changed and will continue to change until it suits all participants in the educational process.

Stage 2011-2014

Innovations

In 2011, the rules for entering universities for the winners and prize-winners of this year's Olympiads have changed. They could use their exemption for admission to only one university, and go to the rest according to the general competition with the results of the Unified State Examination.

In 2012, in the Unified State Examination in History, the task “Historical Portrait” was introduced in part “C”. The essence of the task: choose one of the three proposed historical figures and briefly talk about him in the form of a mini-essay.

In addition, in part "B" new, more complex options appeared. If earlier it was enough to correctly compare the date and the person, now a historical event has also been added.

The USE in mathematics included tasks in the section "Probability and statistics" and tasks in the course of geometry. The number of tasks in computer science KIMs has also changed: in the first part, their number has been reduced from 18 to 13, in the second part - increased from 10 to 15. The number of tasks in the sections "Elements of the theory of algorithms" and "Modeling and computer experiment" has increased, it has become less assignments in the sections "Number systems" and "Fundamentals of logic".

In KIMs in literature, new tasks were introduced in the block of the basic level of complexity for choosing the correct answer from the proposed options, however, the total number of tasks remained the same.

During the period of the USE in 2013, more than 150 fragments of examination tasks were found on the Internet in the public domain. In addition, in almost 2 thousand groups in social networks, 11th grade graduates solved tasks online for everyone for a small fee.

Because of this, a large number of fake "stobalniks" appeared. As a result, children suffered, who honestly studied the entire period of study at school and hoped only for their knowledge. Because of the fake “stobalniks”, many guys could not enter the budget departments of the universities they planned to. And they were forced to either postpone higher education, or go to study on a commercial basis.

In November 2013, a letter from the Ministry of Education and Science of the Russian Federation “On the effect of the results of the USE” was published, in which it was reported that the results of the unified state exam for admission to study in undergraduate and specialist programs are valid for four years following the year of obtaining such results.

results

Due to the fact that in 2013 there was a massive leak of KIMs of the state exam, Rosobrnadzor set the task of doing “work on the mistakes” so that in 2014 the USE was held on equal terms for all graduates.

In 2014, Rosobrnadzor plans to take a number of measures to help avoid CIM leaks. To this end, an increase in examination materials and the number of options will be made. For each time zone, different versions of control and measuring materials will be developed.

KIMs will be brought to the regions not three days before the exam, as before, but a day before. It is planned to identify them in special storage facilities with a video surveillance system.

In addition, 2014 graduates will have to take the USE under the guns of video cameras that will be installed in classrooms and corridors. It is assumed that the classrooms will have "jammers" of the cellular signal.

Innovations in the USE-2015

• Added oral part in foreign languages. This section can be included at the request of the participant.
• For individual achievements of schoolchildren, it was possible to get up to 10 points towards the results of the Unified State Examination.
• Admission to the exam was an essay, which was held in December. Evaluation - pass/fail. Upon admission, the university could evaluate the essay - up to a maximum of 10 points for the Unified State Examination.
• In the Unified State Examination in the Russian language, the test part was removed. For other subjects - reduction of tasks with a choice of answers.
• In KIMs, the division into blocks (A, B, C) was removed, and simple numbering remained.
• Separation of the USE in mathematics into basic and specialized levels.
• Most of the tasks are planned to be taken from an open bank. In the future, the formation of KIMs 100% from an open bank.
• Everyone will be allowed to take the exam ahead of schedule - students and graduates of previous years.
• The exam can be retaken this year.
• The exam can be taken after the 10th grade.

Innovations in the USE-2016

Russian language.

All the main characteristics of the examination paper as a whole are preserved. The selection of language material for completing tasks 7 and 8 has been expanded. The wording of task 25 has been clarified. The criteria for evaluating task 25 have been clarified.

Maths.

Basic level There are no changes in the structure and content of the examination paper.

Profile level Two tasks were excluded from the first part: the task of a practice-oriented orientation of the basic level of complexity and the task on stereometry of an increased level of complexity. The maximum primary score decreased from 34 to 32 points.

Story.

Items with a choice of one answer out of four (1–21 by numbering in 2015) and a matching item (24) were excluded from the work. In part 1 of the work, new assignments for establishing correspondence were added: for knowledge of dates (2 by numbering 2016); on knowledge of basic facts, processes, phenomena (5); to work with a textual historical source (6); on knowledge of the basic facts of the history of culture (17); an assignment on the history of the Great Patriotic War to fill in gaps in sentences (8), as well as an assignment with a short answer to work with a historical source on the 20th century. (ten). From part 2 of the examination paper, the task to test the ability to present the results of historical and educational activities in free form was excluded (40 by numbering in 2015). A new task has been added, which involves writing a historical essay on a certain period in the history of Russia. In part 1 of the 2016 exam paper, the arrangement of tasks has been changed: tasks are arranged in accordance with the principle of alternating activities. The time for writing a paper has been increased to 235 minutes.

Biology, literature.

There are no changes in the structure and content of the examination paper.

Chemistry.

In the work of 2016 compared to 2015, the following changes were made:
• In part 1 of the work, the format of six tasks of the basic level of complexity with a short answer was changed. These are the following tasks: - No. 6, its implementation involves the use of generalized knowledge about the classification and nomenclature of inorganic substances. The result of the assignment is the establishment of three correct answers out of six proposed options; - No. 11 and No. 18, their implementation involves the use of generalized knowledge about the genetic relationship of inorganic and organic substances. The result of completing tasks is to establish two correct answers out of five proposed options. - No. 24, No. 25 and No. 26, the answer to these tasks is a number with a given degree of accuracy (instead of the number of the correct answer in the work of 2015). Also in part 1 of the work, the format of two tasks of an increased level of complexity - No. 34 and No. 35, which test the assimilation of knowledge of the characteristic chemical properties of hydrocarbons and oxygen-containing organic compounds, has been changed. In the work of 2016, these tasks are presented in the format of tasks for establishing correspondence (in the work of 2015, these were tasks for multiple choice).
• Based on the analysis of the results of the USE in 2015, an adjustment was made in relation to the distribution of tasks according to the level of complexity and types of tested skills and methods of activity. So, in particular, the expediency of checking the assimilation of the content element “Chemical balance; balance shift under the influence of various factors” only by tasks of an increased level of complexity. At the same time, the assimilation of knowledge of the characteristic chemical properties of nitrogen-containing organic compounds and biologically important substances is only at a basic level.

Spanish, German, French, English.

Social science.

The structure of the examination work has been optimized: - the logic of the structure of part 1 has been brought into line with the logic of part 2: tasks are focused on testing certain skills (requirements for the level of graduates' preparation) on various content elements; - tasks with a short answer in the form of one digit corresponding to the number of the correct answer were excluded from part 1 of the work; as a result of the regrouping of tasks of various types, the total number of tasks in part 1 was reduced by 7 tasks. As a result, the total number of work items was reduced by 7 items (29 instead of 36). The maximum primary score for completing the entire work did not change (62).

Physics.

The structure of the KIM USE in 2016 was left unchanged. For task lines 2–5, 8–10 and 11–16, the range of controlled content elements has been expanded.

Informatics.

The model of KIM 2016 has changed insignificantly compared to KIM 2015. The sequence of presentation of tasks 1–5 has been changed. The number of tasks and the maximum primary score remained unchanged.

Changes in the control and measuring materials of the Unified State Exam-2017.

There are no changes in the structure and content in the following subjects:
• Russian language.
• Mathematics (basic and profile levels).
• Geography.
• Informatics.
• Literature.

Foreign languages: there are no changes in structure and content.
The wording of task 3 of the oral part of the exam has been clarified.

History: no changes in structure and content.
The maximum score for completing tasks 3 and 8 has been changed (2 points instead of 1).
The wording of task 25 and the criteria for its assessment have been improved

Social studies: no significant changes.
The structure of the task block of Part 1, which checks the content of the "Law" section, is unified according to the model of the structure of blocks that check the content of other sections of the course: task 17 for the choice of correct judgments has been added, the numbering of tasks 18 (former 17), 19 (former 18) has been changed. Task 19 in the form in which it existed in the KIM of previous years was excluded from the work.

Biology: significant changes.

• Questions with a choice of one answer were excluded from the examination paper.
• Reduced the number of tasks from 40 to 28.
• Reduced maximum primary score from 61 in 2016 to 59 in 2017
• The duration of the examination work has been increased from 180 to 210 minutes.
• Part 1 includes new types of tasks that differ significantly in types of learning activities: filling in the missing elements of a diagram or table, finding correctly indicated symbols in a figure, analyzing and synthesizing information, including those presented in the form of graphs, diagrams and tables with statistical data.

Chemistry: significant changes.

The structure of the examination paper has been optimized:
• The structure of part 1 of the KIM has been fundamentally changed: tasks with a choice of one answer have been excluded; tasks are grouped into separate thematic blocks, each of which contains tasks of both basic and advanced levels of complexity.
• Reduced the total number of tasks from 40 (in 2016) to 34.
• The assessment scale (from 1 to 2 points) for completing tasks of the basic level of complexity, which test the assimilation of knowledge about the genetic relationship of inorganic and organic substances, has been changed (9 and 17).
• The maximum initial score for the performance of the work as a whole will be 60 points (instead of 64 points in 2016).

Physics: significant changes.
The structure of part 1 of the examination paper has been changed, part 2 has been left unchanged.
From the examination work, tasks with the choice of one correct answer were excluded and tasks with a short answer were added.

Changes in the control and measuring materials of the Unified State Exam-2018

There are no changes in the structure and content in the following subjects:
• Mathematics (basic and profile level)
• Geography
• Story
• Biology

Russian language: significant changes.
• The examination paper in the Russian language includes a basic level task (No. 20), which tests knowledge of the lexical norms of the modern Russian literary language;
• The maximum primary score for completing the entire job has been increased from 57 to 58.

Literature: significant changes.
• The requirements for completing tasks 9 and 16 have been clarified (the requirement to justify the choice of an example for comparison has been cancelled);
• The fourth theme of the essay is introduced (17.4). 3) The criteria for assessing the performance of tasks with a detailed answer have been completely revised (8, 9, 15, 16, 17);
• The maximum score for the entire work has been increased from 42 to 57 points.

Social science: significant changes.
• The grading system for task 28 has been reworked;
• The wording of task 29 was detailed and the system of its assessment was changed;
• The maximum primary score for completing the entire job has been increased from 62 to 64.

Informatics and ICT:
• In task 25, the possibility of writing an algorithm in natural language was removed due to the lack of demand for this possibility by the exam participants;
• Examples of program texts and their fragments in the conditions of tasks 8, 11, 19, 20, 21, 24, 25 in the C language are replaced with examples in the C ++ language, as it is much more relevant and common.

Foreign languages: there are no changes in the CIM structure.
• The criteria for assessing the performance of tasks 39 and 40 have been specified.

Chemistry: significant changes.
• One task (#30) of a high level with a detailed answer has been added. By changing the score of the tasks of part 1;
• The maximum primary score for completing the entire work remained unchanged (60).

Physics: significant changes.
• Part 1 added one basic level task (No. 24), which tests the elements of astrophysics;
• The maximum primary score for completing the entire job has been increased from 50 to 52 points.

Innovations in the Unified State Exam-2019

In 2019, school graduates in their application for participation in the USE will be required to choose one of the two levels of the USE in mathematics: either basic or profile.

If a graduate does not cope with the exam in mathematics, he can replace the previously chosen level and retake it on reserve days. And those who have not passed the profile level on the reserve days will be able to pass the basic one to receive a certificate in September.

In 2019 graduates of previous years who already have a certificate cannot take the basic level mathematics.

Since 2017 test part of tasks The USE is excluded from almost all control and measuring materials. To the previously excluded test parts, the exclusion of the test part from the USE tasks in three more subjects was added: physics, biology and chemistry. Exam participants must enter the answer themselves, and not choose it from those offered.

In 2019, for the first time, the USE will be held on Chinese. It will become the fifth language of choice for USE participants along with English, German, French and Spanish.

In 2019 certificate with distinction will be awarded to those graduates who have final grades "excellent" in all academic subjects, have successfully passed the state final certification, and also passed the Unified State Examination in the Russian language and mathematics of the profile level with at least 70 points or 5 points in the Unified State Examination in mathematics at the basic level .

Since 2019, the USE has become the main form of state final certification for graduates of the Crimea and Sevastopol.

Changes in the control and measuring materials of the Unified State Exam-2019

In KIM for all academic subjects, additional reminder instructions have been introduced for USE participants on checking the records of answers on forms No. 1 and No. 2 under the corresponding task numbers. All changes in the KIM USE are not of a fundamental nature. For most subjects, the wording of tasks is being clarified and the system for evaluating tasks is being improved to increase the differentiating ability of the examination work.

There are no changes in the structure and content in the following subjects:
• Mathematics (basic and profile level);
• Geography;
• Physics;
• Chemistry;
• Informatics and ICT.

Russian language:
• The number of tasks in the examination paper has been increased from 26 to 27 due to the introduction of a new task (21), which tests the ability to conduct punctuation analysis of the text;
• Changed the format of tasks 2, 9–12;
• The range of tested spelling and punctuation skills has been expanded.
• The level of complexity of individual tasks has been clarified;
• The wording of task 27 with a detailed answer has been clarified;
• The criteria for assessing task 27 have been clarified.

Literature:

The criteria for assessing the performance of tasks with a detailed answer have been specified:
• corrections were made to the assessment of tasks 8 and 15 (the wording of criterion 1 with a description of the requirements for an answer for 2 points, the rules for calculating factual errors in criterion 2),
• in tasks 9 and 16 (in criteria 1 and 2, possible variants of flaws in the answer are taken into account),
• in tasks 17.1–17.4 (a count of logical errors has been added to criterion 4).

Social science:
• Detailed wording and revised assessment system for task 25;
• The maximum score for completing task 25 has been increased from 3 to 4;
• The wording of tasks 28, 29 was detailed, and the systems of their assessment were improved;
• The maximum primary score for completing the entire job has been increased from 64 to 65.

Foreign languages: There are no changes in the structure and content of KIM.
• The criteria for evaluating the performance of task 40 of the “Writing” section in the written part of the exam were clarified, as well as the wording of task 40, in which the exam participant is offered a choice of two topics of a detailed written statement with elements of reasoning “My opinion”

Introduction to the exam

Assignments for each subject are divided into three parts ( block): A, B, C.

Block A contains test tasks, in each of which it is necessary to choose one answer option from four offered.

For each block task B you must give a short answer, consisting of one or more words, letters or numbers. Answers to block tasks A and B are entered into a special form and checked by a computer.

Block C consists of one or more tasks with a detailed answer (for example, it is necessary to solve a problem, write an essay on a proposed topic, or reasonably answer a certain question). The answers to the tasks of block C are evaluated by experts of the regional examination committee, the tasks of the KIM of part C contain evaluation criteria for experts.

KIMs for individual subjects may have their own characteristics. For example, KIMs in literature do not contain multiple choice items. In KIMs in foreign languages ​​there is a section in which the student needs to listen to an audio recording of a text in a foreign language and answer questions about the content of the text.

The table shows the codes, duration, number of tasks and the maximum primary score for the USE 2009. Also included is a minimum score (the lower limit of a satisfactory mark), which is determined in test points.

The code	Subject	Duration (minutes)	Tasks block A	Tasks Block B	Tasks Block C	Maximum primary score	Minimum number of points
1	Russian language	180	30	8	1	60	37
2	Maths	240	10	11	5	37	-
3	Physics	210	25	5	6	50	-
4	Chemistry	180	30	10	5	66	-
5	Informatics and ICT	240	18	10	4	40	36
6	Biology	180	36	8	6	69	35
7	Story	210	32	11	7	68	-
8	Geography	180	31	12	7	61	34
9	English language	160	28	16	2	80	-
10	German	160	28	16	2	80	-
11	French	160	28	16	2	80	-
12	Social science	210	30	6	8	62	-
13	Spanish	160	28	16	2	80	-
18	Literature	240	No	12	5	39	30

USE forms

• Registration Form used to register exam participants
• AT answer sheet No. 1 answers to tasks of blocks A and B are entered
• For detailed answers to the tasks of block C, use answer sheet No. 2 and additional answer sheet No. 2

All USE forms have a size of 210 mm × 305 mm:

In addition to the main side, examinees can use the back:

Filling out all forms of the exam must be carried out strictly according to the established rules, otherwise the data may be incorrectly recognized, which counts as an incorrect answer.

Grading for the exam

Each completed USE task is estimated at 1 or more points. The sum of these points is primary score subject. The number of primary points varies in different subjects, for example, the minimum number of primary points in 2009 contains the USE in mathematics (37 primary points), and the maximum - the USE in biology (69 primary points) and foreign languages ​​(80 primary points).

Next, a correspondence is established between the primary and test points (with the maximum test score is always 100). The scale for converting primary scores into test scores depends on the complexity of the tasks and the statistical analysis of the USE results for all exam participants and is calculated using a special computer program. This scale is not linear, for example, in the Russian language exam in 2008, 30 primary scores out of 60 were translated into 52 test scores, and in the mathematics exam, 18 primary scores out of 37 were translated into 58 test scores. Another feature of the recalculation scale is that a small change in the primary score at the edges of the scale (that is, with a primary score close to zero or to the maximum value) leads to a significant change in the test score (for example, 1 primary score corresponds to 6 test scores in all subjects except foreign languages), while in the middle of the scale, a change in the primary score by 1 leads to a change in the test score by 1 or 2.

Statistical data on USE results are available.

USE results

During the USE, as an experiment, information about the results of the exam could be obtained on the website by entering the participant's passport data.

Appeals based on the results of the exam

After receiving the USE results, the USE participant may file an appeal with the conflict commission of the constituent entity of the Russian Federation to review the results of the work check. At the same time, the formal filing of an appeal is the only opportunity for the exam participant to familiarize himself with his work after it has been checked.

An appeal can only be filed in two cases:

1. In case of disagreement of the exam participant with the recognition of answers in the tasks of parts A and B, that is, those tasks for which a computer test is carried out. The participant in the exam receives a form of their work and a printout of how the answers were recognized by the computer. In case of incorrect recognition of the answer, it can be corrected by the decision of the conflict commission.
2. In case of disagreement of the exam participant with the results of the examination of Part C by the experts. In this case, the assessment may be revised (including in the direction of decreasing the number of points) after an additional verification of the work by the conflict commission.

The decision of the conflict commission of the constituent entity of the Russian Federation may be reviewed by the Federal conflict commission.

USE as a final exam at school

Beginning in 2009, school graduates take two mandatory final exams: in Russian language and mathematics. Graduates are allowed to take exams if they do not have unsatisfactory annual grades in all subjects.

The graduate must receive a grade in these exams that is not lower than the score established by Rosobrnadzor. If a student receives a mark below the minimum established in one subject, then he can retake this exam in the same year. If a student receives an unsatisfactory mark in both the Russian language and mathematics, then he can retake the exam only next year. Graduates who have received satisfactory marks (or received one unsatisfactory mark, and then retake it) receive a certificate of complete secondary education.

Also, graduates can take any number of additional exams in the form of the Unified State Examination, their results do not affect the receipt of a certificate. In the certificate for each subject, the arithmetic mean of the graduate's grades for the last two years of study is set, regardless of the result obtained at the USE.

Admission to universities based on the results of the Unified State Examination

To enter a university, an applicant must pass entrance exams in the form of the Unified State Examination. The list of entrance exams is approved by the Ministry of Education and Science and contains, as a rule, four exams for each specialty (in some cases - three). For each specialty, one of the exams is a profile exam (the profile exam is highlighted in the list). The university can reduce the number of exams to three, the number of exams must necessarily include an exam in the Russian language and a specialized subject.

When applying for specialties that require applicants to have certain creative abilities, physical or psychological qualities, universities also conduct an additional exam or creative competition, in addition to three exams conducted in the form of the Unified State Examination. The list of such specialties is approved by the Ministry of Education and Science.

Selected universities are allowed to conduct additional specialized examinations. The list of universities that are allowed to conduct additional entrance examinations and the procedure for their conduct is determined by the Government of the Russian Federation. In 2009, 24 higher educational institutions were given the right to conduct additional entrance exams in a profile orientation in certain specialties.

Without entrance examinations, winners and prize-winners of the final stage of the All-Russian Olympiad for schoolchildren can be admitted to the university. Winners and prize-winners of other Olympiads approved by the Ministry of Education and Science may be admitted to the university without entrance examinations or without passing part of the entrance examinations. In specialties related to physical education and sports, champions of the Olympic Games are admitted without exams.

It is assumed that the introduction of the Unified State Examination will simplify admission to universities for applicants from rural areas and remote regions. The applicant will be able to submit an application to the selected university and attach to it information about passing the exam in absentia - by mail or via the Internet, without coming personally to the selected university. You can also apply to multiple universities. Universities can check information about the results of passing the USE in the Federal database of certificates on the results of the USE.

Admission to colleges based on the results of the exam

In 2009, admission to educational institutions of secondary vocational education is mainly based on the results of the Unified State Examination. Applicants must pass two exams from the approved list of entrance examinations. At the same time, the Russian language exam is mandatory, and the applicant can choose the second exam on his own if the list of entrance examinations contains three or more exams. For certain specialties, assuming that applicants have certain creative abilities, physical or psychological qualities, colleges also conduct an additional exam or a creative competition.

The controversy around the exam

Notes

1. Federal Law No. 17-FZ of February 9, 2007 on the introduction of the Unified State Examination
2. Order of Rosobrnadzor No. 74 dated January 19, 2009 “On approval of the timing and unified schedule for conducting the Unified State Examination ... in 2009”
3. 2009 KIM Specifications and Demos
4. Demonstration versions of the Unified State Examination of all years
5. Decree No. 1245-10 dated 06.06.2009 "On establishing the minimum number of points for the unified state exam in the Russian language, confirming the graduate's mastering the basic general education programs of secondary (complete) general education in 2009"
6. Decree No. 1218-10 dated 01.06.2009 “On establishing the minimum number of points for the unified state exam in informatics and information and communication technologies (ICT), confirming the graduate’s mastering the basic general education programs of secondary (complete) general education in 2009”
7. Decree No. 1219-10 dated 01.06.2009 “On establishing the minimum number of points for the unified state exam in biology, confirming that a graduate has mastered the basic general education programs of secondary (complete) general education in 2009”
8. Decree No. 1251-10 dated 08.06.2009 "On establishing the minimum number of points for the unified state exam in geography, confirming that a graduate has mastered the basic general education programs of secondary (complete) general education in 2009"
9. Decree No. 1252-10 dated 08.06.2009 "On establishing the minimum number of points for the unified state examination in literature, confirming the graduate's mastering the basic general education programs of secondary (complete) general education in 2009"