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Master's Dissertation
DOI
10.11606/D.46.2014.tde-20012015-085331
Document
Author
Full name
Vítor Pasta Zanni
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2014
Supervisor
Committee
Torres, Bayardo Baptista (President)
Azzalis, Ligia Ajaime
Galembeck, Eduardo
Title in Portuguese
Análise da transição temporal do conteúdo de química exigido nos exames vestibulares públicos paulista
Keywords in Portuguese
Currículo
Habilidade cognitiva
Vestibular
Abstract in Portuguese
A influência de avaliações em larga escala no currículo é bem conhecida e discutida amplamente. Contudo, a influência de avaliações vestibulares no mesmo tem sido deixada de lado, bem como a discussão sobre sua influência nos próprios exames governamentais. O presente texto tenta abrir este caminho, analisando a alteração nos tipos de questões elaboradas pelo vestibular, no sentido de arcar com uma responsabilidade social que lhe foi imposta. É feita uma análise do nível cognitivo exigido pelas questões - com base na taxonomia de Bloom (1983) e nas classes de exigência cognitiva de Zoller (2002), entre outras características - bem como outros detalhes relevantes, como interdisciplinaridade, área da química abordada, habilidades e competências envolvidas e o índice de discriminação, ao longo de onze anos (2003 - 2013). Os resultados demonstram uma crescente preocupação com o modo como se mede as capacidades dos alunos avaliados por tais exames. A partir de então, discute-se brevemente sobre o uso dos exames vestibulares como base para a construção do currículo, bem como o modo com que os exames são tratados pelo meio leigo e suas consequências
Title in English
Analysis of the time transition in the Chemical concepts required for pre-entrance exams from public universities of São Paulo
Keywords in English
Cognitive skill
Curriculum
Pre-entrance exams
Abstract in English
The influence of large scale assessment on the curriculum is well known and widely discussed. However, a influence of pre-entrance tests on it has been put aside, as well as the discussion about is influence on governmental assessment. The present work tries to clear that pass, analysing if there is any significant change on the types of questions made by these pre-entrance exams, in a perspective of living up to the social responsibility that was imposed on them. It is made an analysis around the cognitive level required by the questions - based on Bloom's taxonomy (1983) and in Zollers cognitive skills requirements (2002) - amongst other relevant details, such as interdisciplinarity, chemistry field addressed, skills and competences involved and the discrimination rate, over the period of eleven years (2003 - 2013). The results show a growing worry towards the way the student's capability is being measured by these exams. From that, it's briefly discussed the use of such exams as base to building the curriculum, as well as how the exams are treated by the non-academics and its consequences.
 
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Publishing Date
2015-02-12
 
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