<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-5271</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Médica]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ. Med.]]></abbrev-journal-title>
<issn>1981-5271</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Educação Médica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-52712025000100209</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v49.1-2023-0262</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Avaliação do Teste do Progresso de uma faculdade de Medicina pelos pressupostos da Taxonomia SOLO]]></article-title>
<article-title xml:lang="en"><![CDATA[Evaluation of the Progress Test of a Medical school according to the SOLO Taxonomy theoretical framework]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Resende]]></surname>
<given-names><![CDATA[Pedro Paulo Trindade]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Alexandre de Araújo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Peixoto]]></surname>
<given-names><![CDATA[José Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São João del-Rei  ]]></institution>
<addr-line><![CDATA[São João Del Rei Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade José do Rosário Velano  ]]></institution>
<addr-line><![CDATA[Belo Horizonte Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>49</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712025000100209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712025000100209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712025000100209&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO  Introdução:  A capacitação de futuros egressos das faculdades de Medicina para uma prática assistencial responsável e qualificada de atenção à saúde é um desafio. O objetivo é que estejam aptos para a resolução de problemas que demandem habilidades cognitivas de ordem superior. Sendo assim, a avaliação da aquisição de tais competências se torna muito importante. Um método de avaliação que vem ganhando atenção no ensino médico é o Teste do Progresso (TP). Teorias cognitivas têm trazido progresso em pesquisas educacionais relativas aos processos de avaliação. Utilizamos no nosso estudo a Taxonomia Structure of Observing Learning Outcome (SOLO) para avaliar e categorizar os itens do TP aplicado em uma faculdade de Medicina. A Taxonomia SOLO (TS) possibilita a análise cognitiva necessária para a realização de determinadas tarefas, permitindo uma observação integral da compreensão do entendimento do aluno. Utilizamos também no nosso estudo a Teoria Clássica dos Testes (TCT) e calculamos para cada item de múltipla escolha (IME) do TP o índice de dificuldade (IDF) e o índice de discriminação (ID), e os correlacionamos com a classificação SOLO.  Objetivo: Este estudo teve como objetivo avaliar características do TP aplicado em uma faculdade privada de Medicina, analisando seus itens pelos pressupostos da TS e correlacionando-os com a TCT.  Método:  Trata-se de um estudo descritivo, de abordagem quantitativa e qualitativa. De acordo com os princípios da TS, foram realizadas a análise e a caracterização dos itens da prova de um TP aplicado em uma faculdade privada de Medicina e a correlação com o IDF e o ID.  Resultado: Verificamos um equilíbrio entre a aprendizagem superficial (AS) e a aprendizagem profunda (AP) no total de itens e uma relação direta entre os níveis de AP e IME compostos por casos clínicos. Não verificamos diferença estatisticamente significativa entre as categorias SOLO quanto às médias do IDF e do ID.  Conclusão:  A análise das atividades avaliativas não deve ser restringida às propriedades psicométricas. Ferramentas taxonômicas, como a TS, podem auxiliar de maneira significativa a realização dessas atividades, de modo a conciliar as avaliações ao currículo, possibilitar a realização de provas adequadas ao nível de aprendizagem desejável e favorecer a progressividade do ensino.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction: the training of future graduates from medical schools for responsible and qualified health care practice is a significant challenge. The goal is for them to be equipped to solve problems that require higher-order cognitive skills. Thus, evaluating the acquisition of such competencies becomes crucial. One assessment method that has been gaining attention in medical education is the Progress Test (PT). Cognitive theories have advanced educational research related to assessment processes. In our study, we used the Structure of Observing Learning Outcome (SOLO) taxonomy to evaluate and categorize the items of the PT applied at a medical school. The SOLO taxonomy (ST) allows for the necessary cognitive analysis required for performing specific tasks, enabling a comprehensive observation of the student&#8217;s understanding. We also applied the Classical Test Theory (CTT) in our study, calculating the difficulty index (DFI) and discrimination index (DI) for each multiple-choice item (MCI) of the PT and correlating them with the SOLO classification.  Objective: the objective of this study is to evaluate the characteristics of the PT applied in a private medical school, analyzing its items based on the assumptions of ST and correlating them with CTT.  Materials and Methods: this is a descriptive study with a quantitative and qualitative approach. According to the principles of ST, we conducted the analysis and characterization of the items from a PT applied in a private medical school and correlated them with the DFI and DI.  Results: we found a balance between surface learning (SL) and deep learning (DL) across the total items, as well as a direct relationship between the levels of DL and MCIs consisting of clinical cases. We did not find statistically significant differences between the SOLO categories regarding the means of DFI and DI.  Conclusion: t he analysis of assessment activities should not be restricted to psychometric properties. Taxonomic tools, such as the ST, can significantly aid in conducting these activities, aligning assessments with the curriculum and facilitating the creation of tests appropriate for the desired level of learning, thereby promoting effective teaching progression.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Taxonomia]]></kwd>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="pt"><![CDATA[Desempenho acadêmico]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação Educacional]]></kwd>
<kwd lng="en"><![CDATA[Taxonomy]]></kwd>
<kwd lng="en"><![CDATA[Education, Medical]]></kwd>
<kwd lng="en"><![CDATA[Academic Performance]]></kwd>
<kwd lng="en"><![CDATA[Educational Measurement]]></kwd>
</kwd-group>
</article-meta>
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