<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022022000100765</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202248241713por</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A formatação da prova afeta o desempenho dos estudantes? Evidências do Enem (2016)]]></article-title>
<article-title xml:lang="en"><![CDATA[Does the structure of the test affect the performance of students? Evidences from the Enem (2016)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barichello]]></surname>
<given-names><![CDATA[Leonardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guimarães]]></surname>
<given-names><![CDATA[Rita Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Figueiredo Filho]]></surname>
<given-names><![CDATA[Dalson Britto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia de São Paulo  ]]></institution>
<addr-line><![CDATA[Jundiaí SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[Recife PE]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>48</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022022000100765&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022022000100765&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022022000100765&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo analisa o impacto da posição em que as questões são apresentadas sobre o desempenho dos estudantes no Exame Nacional do Ensino Médio (Enem) no Brasil em 2016. A partir de uma amostra de 4.427.790 casos, calculamos o índice de acerto por questão para os diferentes cadernos de prova da área de Matemática e suas Tecnologias. Os resultados indicam a presença do efeito fadiga na prova do Enem 2016, ou seja, a ordem de apresentação das questões afeta a proporção de respostas corretas, que diminui à medida que o item é apresentado mais próximo do final da prova. As evidências exploratórias também sugerem que o efeito fadiga se manifesta tanto em estudantes de baixo quanto de alto desempenho. Por exemplo, a posição do item reduziu o índice de acerto em até 18 pontos percentuais, controlando pelo nível de desempenho. Este artigo faz a primeira avaliação empírica do efeito fadiga no Enem e os resultados representam uma contribuição para a literatura sobre influências não cognitivas em avaliação e são úteis para fundamentar estudos mais sistemáticos sobre o impacto do efeito fadiga em testes padronizados de larga escala, inclusive para além do caso específico analisado. Ao final, sugerimos medidas que podem mitigar esse efeito no Enem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper analyzes the impact of the position of questions on students&#8217; performance on the National Secondary Education Examination (Enem) in 2016. From a sample of 4,427,790 cases, we calculated the hit rate per question for the different workbooks in the Mathematics and its Technologies test. The results indicate presence of the fatigue effect on the 2016 Enem, that is, the order in which the questions are presented affects the proportion of correct answers, which is diminished as an item is presented closer to the end of the test. The exploratory evidence also suggests that the fatigue effect is manifested in students of both low and high performance. For example, the position of an item reduced the hit rate up to 18%, controlling for performance level. This paper conducts the first empirical evaluation of the fatigue effect during the Enem. The results contribute to the literature on the non-cognitive influences in evaluation, being useful to substantiate more systematic studies on the fatigue effect&#8217;s impact on large-scale standardized tests, beyond the case analyzed. At the end, we suggest measures that can mitigate this effect during the Enem.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Efeito fadiga]]></kwd>
<kwd lng="pt"><![CDATA[Testes padronizados]]></kwd>
<kwd lng="pt"><![CDATA[Enem]]></kwd>
<kwd lng="pt"><![CDATA[Microdados]]></kwd>
<kwd lng="pt"><![CDATA[Desempenho educacional]]></kwd>
<kwd lng="en"><![CDATA[Fatigue effect]]></kwd>
<kwd lng="en"><![CDATA[Standardized tests]]></kwd>
<kwd lng="en"><![CDATA[Enem]]></kwd>
<kwd lng="en"><![CDATA[Microdata]]></kwd>
<kwd lng="en"><![CDATA[Educational performance]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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