<?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>S0103-68312023000100113</article-id>
<article-id pub-id-type="doi">10.18222/eae.v34.9220_port</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[AVALIAÇÃO LONGITUDINAL DE ESTUDANTES DE MEDICINA: O TESTE DE PROGRESSO É APROPRIADO?]]></article-title>
<article-title xml:lang="es"><![CDATA[EVALUACIÓN LONGITUDINAL DE ESTUDIANTES DE MEDICINA: ¿LA PRUEBA DE PROGRESO ES APROPIADA?]]></article-title>
<article-title xml:lang="en"><![CDATA[LONGITUDINAL ASSESSMENT OF MEDICAL STUDENTS: IS PROGRESS TEST APPROPRIATE?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PINHEIRO]]></surname>
<given-names><![CDATA[CARLOS EDUARDO ANDRADE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SOUZA]]></surname>
<given-names><![CDATA[DIOGO ONOFRE DE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></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=S0103-68312023000100113&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0103-68312023000100113&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0103-68312023000100113&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O artigo objetiva aferir se o Teste de Progresso é apropriado para avaliar cursos e estudantes em diferentes fases da graduação de medicina. Analisam-se as características das questões e a confiabilidade de três testes de progresso já aplicados. Constatou-se que, para os estudantes do 2º ano, 76,4% das questões se mostraram de qualidade pobre (bisserial &lt; 0,2); diminuindo para 47,7% no 4º ano e para 25,3% no 6º ano. A confiabilidade dos testes, pelo alfa de Cronbach, foi de somente 0,60 para os alunos do 2º ano, aumentando para 0,76 para os do 4º ano e 0,87 para os alunos do 6º ano. A forma atual do Teste de Progresso mostrou confiabilidade baixa e inaceitável para os estudantes do 2º ano, razoável para os do 4º e ótima para os estudantes do 6º ano. Um aperfeiçoamento dessa forma de avaliação longitudinal é proposto.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El artículo tiene el propósito de verificar si la Prueba de Progreso es apropiada para evaluar cursos y estudiantes en distintas fases del curso de medicina. Se analizan las características de las preguntas y la confiabilidad de tres pruebas de progreso ya aplicadas. Se constató que, para los estudiantes de 2º año, el 76,4% de las preguntas se mostraron de baja calidad (biserial &lt; 0,2), reduciéndose a 47,7% en 4º año y a un 25,3% en 6º año. La confiabilidad de las pruebas, por alfa de Cronbach, fue de tan solo 0,60 para los alumnos de 2º año, y aumentó a 0,76 para los de 4º año y a 0,87 para los estudiantes de 6º año. La forma actual de la Prueba de Progreso mostró confiabilidad baja e inaceptable para los alumnos de 2º año, razonable para los de 4º y excelente para los de 6º. Se propone que se perfeccione dicha forma de evaluación longitudinal.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The purpose of this article is to assess whether the Progress Test is appropriate to evaluate programs and students during different stages of medical studies. The characteristics of the items and reliability of three previously applied progress tests were analyzed. For second-year students, 76.4% of the questions demonstrated poor quality (biserial &lt; 0.2). This percentage decreased to 47.7% in the fourth year and to 25.3% in the sixth year. The test&#8217;s reliability, measured by Cronbach&#8217;s alpha, was only 0.60 for second year students and increased to 0.76 in the fourth year and to 0.87 for sixth-year students. The current form of the Progress Test showed low and unacceptable reliability for second-year students, reasonable for the fourth year, and excellent for the sixth year. An improvement of this longitudinal assessment is proposed.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[AVALIAÇÃO DA EDUCAÇãO]]></kwd>
<kwd lng="pt"><![CDATA[EDUCAÇÃO MÉDICA]]></kwd>
<kwd lng="pt"><![CDATA[AVALIAÇÃO EXTERNA.]]></kwd>
<kwd lng="es"><![CDATA[EVALUACIÓN DE LA EDUCACIÓN]]></kwd>
<kwd lng="es"><![CDATA[EDUCACIÓN MÉDICA]]></kwd>
<kwd lng="es"><![CDATA[EVALUACIÓN EXTERNA.]]></kwd>
<kwd lng="en"><![CDATA[EDUCATION EVALUATION]]></kwd>
<kwd lng="en"><![CDATA[MEDICAL EDUCATIONAL MEASUREMENT]]></kwd>
<kwd lng="en"><![CDATA[EXTERNAL EVALUATION.]]></kwd>
</kwd-group>
</article-meta>
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