Resumo

GOMES, Cristiano Mauro Assis  e  BORGES, Oto. O Enem é uma avaliação educacional construtivista? Um estudo de validade de construto. Est. Aval. Educ. [online]. 2009, vol.20, n.42, pp.73-87. ISSN 0103-6831.

The Enem (National High School Exam) considers measuring structural modalities of intelligence through a constructivist conception with a strong focus on problem solving. Despite its innovations, the Enem has not yet been the object of a study on construct validity, in order to verify if it in fact activates cognitive processes emphasized in its model. This article presents an exploratory study of the Enem construct validity. Forty-five intelligence tests as well as the Enem 2001 objective test were given to 146 students of the third year of a federal high school. A stepwise regression was used between the cognitive abilities and the students' scores in the Enem. The performance in the Enem was largely explained by cognitive abilities (60%). The abilities responsible for this explanation were Problem Solving, Cognitive Speed and Verbal Comprehension. The Enem proved to be a good constructivist instrument for educational ends.

Palavras-chave : Enem; Educational Assessment; High School; Learning Assessment.

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