<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2021000401839</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.21.071.ao01</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O exame de admissão ao ensino superior como indicador de qualidade entre os estudantes]]></article-title>
<article-title xml:lang="en"><![CDATA[Higher education admission exam as an indicator of quality among students]]></article-title>
<article-title xml:lang="es"><![CDATA[La prueba de acceso a la educación superior como indicador de calidad entre los estudiantes]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Collinson]]></surname>
<given-names><![CDATA[Ivan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barbosa]]></surname>
<given-names><![CDATA[Adérito]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribáuè]]></surname>
<given-names><![CDATA[Albertina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Católica de Moçambique  ]]></institution>
<addr-line><![CDATA[Beira ]]></addr-line>
<country>Moçambique</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Católica de Moçambique  ]]></institution>
<addr-line><![CDATA[Beira ]]></addr-line>
<country>Moçambique</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Católica de Moçambique  ]]></institution>
<addr-line><![CDATA[Beira ]]></addr-line>
<country>Moçambique</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<volume>21</volume>
<numero>71</numero>
<fpage>1839</fpage>
<lpage>1860</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2021000401839&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2021000401839&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2021000401839&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O uso de avaliações, testes e exames remonta a vários séculos antes da nossa era, sendo um mecanismo ou instrumento com diversas aplicações, quer no contexto educacional, quer no contexto mais amplo da vida em sociedade. Especificamente, no que se refere ao ensino superior, a importância atribuída aos exames, em especial de admissão ao ensino superior, é enquadrada no contexto das funções desempenhadas pelos exames, de forma geral, mas em particular, pela percepção de qualidade que daí advém. A literatura disponível e consultada para o efeito, bem como os resultados de um inquérito realizado a uma amostra de estudantes do ensino superior, em específico da Universidade Eduardo Mondlane, em Moçambique, ilustra que os estudantes têm uma percepção de qualidade do ensino superior, resultante do mecanismo de ingresso usado, neste caso o exame de admissão à que foram sujeitos. Com efeito, conclue-se também que a validade do instrumento, proveniente da concepção correcta dos exames, é um indicador de qualidade do futuro graduado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The use of assessments, tests and exams goes back several centuries before our era, being a mechanism or instrument with diversified applications, both in the educational setting and in the broader context of life in society. Specifically, in regard to higher education, the importance attached to examinations, especially the ones related to higher education admission, is framed in the context of the functions performed by the examinations, in general, but in particular, by the perception of quality that ensues. The literature available and consulted for this purpose, as well as the results of a survey carried out on a sample of higher education students, specifically within Eduardo Mondlane University in Mozambique, show that students have a perception of the quality of higher education resulting of the admission mechanism used, in this case, the admission examination to which they were subjected. In fact, it is also concluded that the validity of the instrument, derived from the correct conception of the exams, is an indicator of the quality of the graduated future.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El uso de evaluaciones, pruebas y exámenes se remonta a varios siglos antes de nuestra era, siendo un mecanismo o instrumento con diversas aplicaciones, tanto en el contexto educativo como en el contexto más amplio de la vida en sociedad. Específicamente, en lo que respecta a la educación superior, la importancia que se le da a los exámenes, especialmente la admisión a la educación superior, se enmarca en el contexto de las funciones que desempeñan los exámenes, en general, pero en particular, por la percepción de calidad que conlleva. La literatura disponible y consultada para este propósito, así como los resultados de una encuesta realizada a una muestra de estudiantes de educación superior, específicamente en la Universidad Eduardo Mondlane, en Mozambique, ilustra que los estudiantes tienen una percepción de la calidad de la educación superior, resultante del mecanismo de ingreso utilizado, en este caso el examen de ingreso al que fueron sometidos. En efecto, también se concluye que la vigencia del instrumento, resultante de la correcta concepción de los exámenes, es un indicador de la calidad del futuro egresado.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Exame de admissão]]></kwd>
<kwd lng="pt"><![CDATA[Ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[Qualidade]]></kwd>
<kwd lng="en"><![CDATA[Assessment]]></kwd>
<kwd lng="en"><![CDATA[Admission exam]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[Quality]]></kwd>
<kwd lng="es"><![CDATA[Evaluación]]></kwd>
<kwd lng="es"><![CDATA[Examen de admision]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza superior]]></kwd>
<kwd lng="es"><![CDATA[Calidad]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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