<?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>0103-6831</journal-id>
<journal-title><![CDATA[Estudos em Avaliação Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Est. Aval. Educ.]]></abbrev-journal-title>
<issn>0103-6831</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0103-68312023000100100</article-id>
<article-id pub-id-type="doi">10.18222/eae.v34.7951</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ANÁLISE DOS ITENS DE MÚLTIPLA ESCOLHA DAS PROVAS DO ENADE 2016]]></article-title>
<article-title xml:lang="es"><![CDATA[ANÁLISIS DE LOS ÍTEMS DE MÚLTIPLE SELECCIÓN DE LAS PRUEBAS ENADE 2016]]></article-title>
<article-title xml:lang="en"><![CDATA[ANALYSIS OF THE MULTIPLE CHOICE ITEMS OF THE ENADE 2016 TESTS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[BELTRÃO]]></surname>
<given-names><![CDATA[KAIZÔ IWAKAMI]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MANDARINO]]></surname>
<given-names><![CDATA[MONICA CERBELLA FREIRE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Fundação Getulio Vargas  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Fundação Cesgranrio  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>34</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0103-68312023000100100&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0103-68312023000100100&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0103-68312023000100100&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Investiga-se se o formato de um item, o nível cognitivo exigido e a posição do item na prova do Enade 2016 afetam os resultados e a probabilidade de anulação. Os itens foram classificados quanto à forma e ao nível cognitivo, com base na literatura e na taxionomia de Bloom. Utilizaram-se medidas da pós-aplicação das provas: índices de facilidade e de discriminação. Para o formato, verificou-se que os itens de asserção-razão foram mais difíceis, os de resposta única tiveram uma capacidade de discriminação em média um pouco maior e um terço dos itens de asserção-razão foi anulado. Quanto ao nível cognitivo, os dois índices têm médias mais baixas nos itens de análise e a proporção de itens anulados desse nível é maior. A hipótese de a posição do item na prova afetar o resultado foi rejeitada.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Se investiga si la forma de un ítem, el nivel cognitivo requerido y la posición del ítem en la prueba Enade 2016 afectan los resultados, incluso la probabilidad de cancelación. Los ítems se clasificaron según la forma y el nivel cognitivo, en base a la literatura y la Taxonomía de Bloom. Se utilizaron medidas de post-aplicación de las pruebas: índices de facilidad y de discriminación. En lo que se refiere al formato, se verificó que los ítems de aserción-razón fueron más difíciles, los de única respuesta tuvieron un promedio de capacidad de discriminación un poco mayor y se anuló una tercera parte de los ítems de aserción-razón. En cuanto al nivel cognitivo, se encontró que los dos índices tienen menores promedios en los ítems de análisis y que la proporción de cancelación de ítems de este nivel es mayor. Se rechazó la hipótesis de que la posición del ítem en la prueba influye en el resultado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The objective was to investigate whether the format of an item, the required cognitive level and the item&#8217;s position in the Enade 2016 test affect the results, including the probability of invalidation. The items were classified according to format and cognitive level, based on the literature and Bloom&#8217;s Taxonomy. Post-test administration measures were used: difficulty and discrimination indices. Regarding format, it was found that assertion- -reason items were more difficult, single answer items had a slightly greater average for discrimination capacity, and one third of the assertion-reason items were invalidated. As for cognitive level, the two indices have lower averages in items of analysis, and the proportion of invalidated items of this level is higher. The hypothesis that the position of an item in the test affects the result was rejected.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[ENSINO SUPERIOR]]></kwd>
<kwd lng="pt"><![CDATA[ENADE]]></kwd>
<kwd lng="pt"><![CDATA[TÉCNICAS DE MENSURAÇÃO]]></kwd>
<kwd lng="pt"><![CDATA[ANÁLISE DE ITEM]]></kwd>
<kwd lng="es"><![CDATA[EDUCACIÓN SUPERIOR]]></kwd>
<kwd lng="es"><![CDATA[ENADE]]></kwd>
<kwd lng="es"><![CDATA[TÉCNICAS DE MEDICIÓN]]></kwd>
<kwd lng="es"><![CDATA[ANÁLISIS DEL ÍTEM]]></kwd>
<kwd lng="en"><![CDATA[HIGHER EDUCATION]]></kwd>
<kwd lng="en"><![CDATA[ENADE]]></kwd>
<kwd lng="en"><![CDATA[MEASUREMENT TECHNIQUES]]></kwd>
<kwd lng="en"><![CDATA[ITEM ANALYSIS]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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