This paper is devoted to changes in the way in which mathematical assessment is conducted in Russia and Ukraine, the two largest states formed after the collapse of the Soviet Union. Previously, in the USSR, there existed two parallel systems of examinations, as follows: exit exams, which were taken by schoolchildren graduating from high schools, and which were conducted using the same texts across the entire territory of each Soviet republic; and entrance exams, which each college conducted independently (with the approval of the Ministry). In the new states, a gradual transition occurred to conducting so-called uniform exams, in which exit and entrance exams were combined. This change reflected society’s quest for a fair and effective system, which could avoid corruption, unfairness toward different categories of students, and the like. In this paper, examinations are analyzed as an expression of society’s influence on the teaching of mathematics. Consequently, the paper analyzes, on the one hand, the stages in the appearance and formation of examination procedures, the problems offered on exams, and the influence of exams on the teaching of mathematics; and on the other hand, the attitude toward exams in society, discussion of them in the press, and other general issues. A necessary space in the paper is allocated to background information, with a discussion of how exams were conducted in the USSR and of the general changes that have taken place in both countries.

本文致力于改变俄罗斯和乌克兰这两个最大的州在苏联解体后进行数学评估的方式。以前，在苏联，有两种并行的考试系统，分别是：毕业考试，由高中毕业的学童参加，考试使用的文字在每个苏维埃共和国的整个领土上；和入学考试，由各学院独立进行（由教育部批准）。在新的州，逐步过渡到进行所谓的统一考试，其中将出国考试和入学考试结合在一起。这种变化反映了社会对公平和有效制度的追求，可以避免腐败，对不同类别学生的不公平现象等。本文将考试作为社会对数学教学影响力的一种表达方式进行了分析。因此，本文一方面分析了考试程序的出现和形成的阶段，考试中存在的问题以及考试对数学教学的影响。另一方面，社会对考试的态度，新闻界对考试的讨论以及其他一般性问题。