Estudo estatístico e pedagógico de itens de Matemática do CAEd na área de números e operações, álgebra e funções do Proeb

Abstract

The management case to be studied will discuss items eliminated in the evaluations of the Evaluation Program of the Public Basic Education Network (PROEB) that make up the Minas Gerais System of Evaluation of Public Education (SIMAVE). The objectives defined for this study were to pedagogically and psychometrically analyze these items in order to identify possible biases adopted in the process of preparing items of the Mathematics team in the Coordination of Assessment Instruments (CIA) by the Center for Public Policies and Assessment Management (CAEd). We assume as a hypothesis that elaborations with the same structure of items occur, causing repetition of assessment instruments with the same standards, not enriching the bank in quality. Another aspect that we take into account is the few studies and investments in the training of the writer at the CIA, which ends up replicating the same standards that already exist in CAEd. To do so, we used, as a research methodology, a documentary survey of the quantities of items applied from spreadsheets with the statistical data of the items and the assembly of CAEd tests, in addition to the bibliographic reference supporting the discussion around the process of preparing reference items and matrices. As instruments we used items eliminated from the thematic area of Numbers and Operations, Algebra and Functions of the Mathematics discipline, used in the assessments from 2014 to 2018 in PROEB. From the data generated in the field research, it was possible to verify some standards adopted in the process of elaborating the instruments, justifying the construction of an action plan aimed at training the educator and new paths for research with educational evaluation on a large scale.