Teoria de Resposta ao Item – TRI: análise de algumas questões do ENEM: habilidades 24 a 30

Abstract

This study aimed to analise the items from the Exame Nacional do Ensino Médio-ENEM, that belong to the number six and seven areas and involve the skills from twenty-four to thirty (the Mathematics Exam is organized into seven habilities that are subdivided into thirty), comparing the result of a seven-item test applied in some schools in Mato Grosso do Sul to the results obtained in previous ENEM exams, with the objective of verifying how the reading and the analisys of the statistics representations were developed. The analyses were done using the classical test theory – CTT and the item response theory – IRT. The test was applied to 206 (two hundred and six) students of public schools in the cities of Campo Grande – MS, Bonito – MS and Dourados – MS and compared to the result of 12.347 (twelve thousand three hundred and forty-seven) ENEM participants obtained from the Exam microdata. By the classical test theory, the proportions of right answers in the test were computed. By the item response theory, the three parameter logistic model, the Bayesian estimate and the a-priori estimate, the discrimination paremeters, the difficulty, the casual right anwers, bisserial correlatio, and the item characteristic curve and item information curve graphycs were calculated. The test of the applied sample presented the acceptable values whereas the ones from ENEM didn’t. The test showed that the students from the applied samplle in schools obtained better results than the students in ENEM, but it revealed that an important change is necessary in the teaching of probablility and statisics so that the public school students can have good literacy and statistics and probablility thinking.