Avaliação em larga escala: um novo olhar para o ensino de física

Abstract

This study aims to demonstrate to Basic Education teachers how Large-Scale Assessments can serve as a powerful tool for improving the teaching-learning process in the classroom. To this end, we discuss the concept of Large-Scale Assessments, their main components—such as Reference Matrices and their educational objectives (Bloom’s Taxonomy)—and illustrate how Bloom’s Taxonomy can be employed to design activities with clear objectives that support the teaching process. Following this characterization, we analyzed the results of the 2019 edition of the ENEM, identifying that among the skills assessed in PHYSICS, the skill “H23 – Evaluate possibilities for the generation, use, or transformation of energy in specific environments, considering ethical, environmental, social, and/or economic implications” had the lowest percentage of correct responses. Based on this analysis, we developed our Educational Product guided by the Revised Bloom’s Taxonomy. The product focused on the Phet Colorado simulator and presented the energy transformation process in a playful manner. During its implementation, the product was well received by HIGH SCHOOL students (10th, 11th, and 12th grades), who successfully achieved the proposed educational objective.