<?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>0104-4036</journal-id>
<journal-title><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ensaio: aval. pol. públ. educ.]]></abbrev-journal-title>
<issn>0104-4036</issn>
<publisher>
<publisher-name><![CDATA[Fundação CESGRANRIO]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40362019000200229</article-id>
<article-id pub-id-type="doi">10.1590/s0104-40362019002702060</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Uma solução para a divergência de diferentes padrões no SAEB]]></article-title>
<article-title xml:lang="en"><![CDATA[A solution to the divergence of different standards in SAEB]]></article-title>
<article-title xml:lang="es"><![CDATA[Una solución para la divergencia de diferentes estándares en el SAEB]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kleink0000-0003-3364-4876]]></surname>
<given-names><![CDATA[Ruben]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="Af1">
<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>04</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<volume>27</volume>
<numero>103</numero>
<fpage>229</fpage>
<lpage>249</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362019000200229&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362019000200229&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362019000200229&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo, mostramos que há necessidade de se construir um consenso sobre terminologia dos níveis, que as metas do Todos pela Educação são razoáveis e que não há discordância com os níveis da divulgação do SAEB 2017, desde que se definam corretamente as metas para cada nível e que sejam feitas as correções necessárias. Para isso, construímos uma distribuição de referência ancorada a uma distribuição empírica de uma população alvo. No artigo, utilizou-se a população dos estudantes dos países pertencentes à OCDE. Indicamos que as metas do IDEB deveriam ser mais altas e mais consistentes com as metas do Todos pela Educação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this article, we show that there is a necessity of building a consensus about terminology of proficiency levels, that the Todos pela Educação (All for Education) goals are reasonable, and that there is no disagreement with the disclosed levels of SAEB 2017, as long as the attainment goals for each level are correctly defined and the necessary corrections are made. For this purpose, we construct a reference distribution anchored to an empirical distribution of a target population. In the paper, it was used the population of students from OECD countries. We indicate that IDEB targets should be higher and consistent with Todos pela Educação goals.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo mostramos que hay necesidad de construir un consenso sobre terminología de los niveles, que las metas del Todos por la Educación son razonables y que no hay discordancia con los niveles de la divulgación del SAEB 2017, siempre que se definan correctamente las metas para cada nivel y, se efectúen las correcciones necesarias. Para ello construimos una distribución de referencia anclada a una distribución empírica de una población objetivo. En el artículo se utilizó la población de los estudiantes de los países pertenecientes a la OCDE. Indicamos que las metas del IDEB deberían ser más altas y consistentes con las metas del Todos por la Educación.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[SAEB]]></kwd>
<kwd lng="pt"><![CDATA[PISA]]></kwd>
<kwd lng="pt"><![CDATA[IDEB]]></kwd>
<kwd lng="pt"><![CDATA[Escala de proficiências]]></kwd>
<kwd lng="pt"><![CDATA[Níveis]]></kwd>
<kwd lng="pt"><![CDATA[Metas]]></kwd>
<kwd lng="pt"><![CDATA[Distribuição de referência]]></kwd>
<kwd lng="en"><![CDATA[SAEB]]></kwd>
<kwd lng="en"><![CDATA[PISA]]></kwd>
<kwd lng="en"><![CDATA[IDEB]]></kwd>
<kwd lng="en"><![CDATA[Proficiencies scale]]></kwd>
<kwd lng="en"><![CDATA[Levels]]></kwd>
<kwd lng="en"><![CDATA[Goals]]></kwd>
<kwd lng="en"><![CDATA[Reference distribution]]></kwd>
<kwd lng="es"><![CDATA[SAEB]]></kwd>
<kwd lng="es"><![CDATA[PISA]]></kwd>
<kwd lng="es"><![CDATA[IDEB]]></kwd>
<kwd lng="es"><![CDATA[Escala de habilidades]]></kwd>
<kwd lng="es"><![CDATA[Niveles]]></kwd>
<kwd lng="es"><![CDATA[Metas]]></kwd>
<kwd lng="es"><![CDATA[Distribución de referencia]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
