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Taxonomia SOLO e a Qualidade de exames de 12.º ano
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O presente trabalho incide numa avaliação qualitativa de exames nacionais de Matemática do 12.º ano, com base na Taxonomia SOLO, tendo em conta alterações no Programa da disciplina de Matemática A num determinado período e contexto.
Pretendeu-se investigar a complexidade/grau de dificuldade dos exames de Matemática A da 1.ª fase, no período de 2015 a 2018, e sustentar a resposta às seguintes questões de investigação:
- Que variação existe nos temas curriculares nos exames para os anos em estudo?
- Que variação de categorias/níveis SOLO existem nos exames em estudo?
- Existe variação na complexidade/grau de dificuldade nos exames nos anos em análise?
- Que diferenças significativas se verificam com a alteração do programa de Matemática A?
O quadro teórico baseia-se na Taxonomia SOLO, a partir da qual foi criado um Modelo de categoriza-ção de questões de exame que fornece parâmetros para analisar e categorizar essas questões através da sua resposta, em escala crescente de complexidade.
O Modelo de categorização de questões de exame, desenvolvido por Mário Ceia e inspirado na Taxo-nomia SOLO, foi a ferramenta metodológica utilizada que permitiu concluir o objetivo deste estudo e responder às questões de investigação.
Pelos resultados obtidos na aplicação do modelo, nota-se que a introdução do novo Programa da Ma-temática A, trouxe impacto nos exames analisados, com alterações significativas, não só quanto à sua estrutura (em 2018, apresentou-se com dois Cadernos de questões de escolha múltipla e de desen-volvimento, contendo questões alternativas entre os dois Programas abrangidos no estudo), mas tam-bém ao nível da categorização das questões (em geral predominando a Categoria mediana e aumen-tando a mediana mais complexa em 2017 e 2018), indicando que o grau de complexidade dos exames de Matemática A aumentou.
No que respeita à variação dos Temas/Domínios, nos exames de 2015 a 2017, encontram-se todos os Temas do 11.º e 12.º anos e alguns Temas do 10.º ano e no exame de 2018 todos os Domínios do 12.º ano (excetuando-se o Domínio das Primitivas e Cálculo Integral) e, ainda, quatro Domínios do 11.º ano e um Domínio do 10.º ano.
The present work focuses on a qualitative assessment of national exams in Mathematics of the 12th year, based on the SOLO Taxonomy, considering changes in the Program of Mathematics A in a given period and context. It was intended to investigate the complexity/degree of difficulty of the 1st phase Mathematics A exams, in the period from 2015 to 2018, and support the answer to the questions of this investigation: - What variation is there in the curricular themes in the exams for the years under study? - What variation of SOLO categories/levels are there in the exams under study? - Is there a variation in the complexity/degree of difficulty in the exams in the years under analysis? - What are the significant differences with the change in the Mathematics A program? Biggs and Collis (1982), based on Piaget's development theory assumptions, developed a theory, the SOLO Taxonomy, which allowed the creation of an Exam Question Categorization Model that provides parameters to analyze and categorize exam questions through its answer, in an increasing scale of complexity. The Examination Questions Categorization Model, created by Mário Ceia, inspired by the SOLO Tax-onomy, was the methodological tool used to complete the objective of this study and answer the inves-tigation questions. From the results obtained in the application of the model, it is noted that the introduction of the new Mathematics A Program brought an impact on the exams analyzed, with significant changes, not only in terms of its structure (in 2018, it presented two notebooks of questions of multiple choice and devel-opmental, containing alternative questions between the two Programs covered in the study), but also at the level of categorization of questions (in general, the median category predominating and the more complex median increasing in 2017 and 2018), indicating that the degree of the complexity of Mathe-matics A exams has increased. Regarding the variation of Themes/Domains, in the exams from 2015 to 2017, all the Themes from the 11th and 12th grades and some Themes from the 10th grade are found, and in the 2018 exam all the Domains from the 12th grade .th year (except for the Domain of Primitives and Integral Calculus) and also four Domains of the 11th year and one Domain of the 10th year.
The present work focuses on a qualitative assessment of national exams in Mathematics of the 12th year, based on the SOLO Taxonomy, considering changes in the Program of Mathematics A in a given period and context. It was intended to investigate the complexity/degree of difficulty of the 1st phase Mathematics A exams, in the period from 2015 to 2018, and support the answer to the questions of this investigation: - What variation is there in the curricular themes in the exams for the years under study? - What variation of SOLO categories/levels are there in the exams under study? - Is there a variation in the complexity/degree of difficulty in the exams in the years under analysis? - What are the significant differences with the change in the Mathematics A program? Biggs and Collis (1982), based on Piaget's development theory assumptions, developed a theory, the SOLO Taxonomy, which allowed the creation of an Exam Question Categorization Model that provides parameters to analyze and categorize exam questions through its answer, in an increasing scale of complexity. The Examination Questions Categorization Model, created by Mário Ceia, inspired by the SOLO Tax-onomy, was the methodological tool used to complete the objective of this study and answer the inves-tigation questions. From the results obtained in the application of the model, it is noted that the introduction of the new Mathematics A Program brought an impact on the exams analyzed, with significant changes, not only in terms of its structure (in 2018, it presented two notebooks of questions of multiple choice and devel-opmental, containing alternative questions between the two Programs covered in the study), but also at the level of categorization of questions (in general, the median category predominating and the more complex median increasing in 2017 and 2018), indicating that the degree of the complexity of Mathe-matics A exams has increased. Regarding the variation of Themes/Domains, in the exams from 2015 to 2017, all the Themes from the 11th and 12th grades and some Themes from the 10th grade are found, and in the 2018 exam all the Domains from the 12th grade .th year (except for the Domain of Primitives and Integral Calculus) and also four Domains of the 11th year and one Domain of the 10th year.
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Palavras-chave
Avaliação Exames nacionais Taxonomia SOLO Matemática A