Creating an Objective Measurement for the Ene: An Analysis Using the Rasch Model

• Autor(a) principal: Peres, Alexandre José de Souza
• Data de Publicação: 2021
• Outros Autores: Golino, Hudson Fernandes, Gomes, Cristiano Mauro Assis
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Psicologia (Universidade Presbiteriana Mackenzie. Online)
• Texto Completo: http://editorarevistas.mackenzie.br/index.php/ptp/article/view/12625
• topic: Exame Nacional do Ensino Médio (ENEM); Teoria de Medidas Aditivas Conjuntas; modelo de Rasch; Teoria de Resposta ao Item; Psicometria. Avaliação Educacional. Alfabetização. Leitura. Compreensão; Examen Nacional de la Secundaria Superior (ENEM); Teoría de Medidas Aditivas Conjuntas; modelo de Rasch; Teoría de Respuesta al Ítem; evaluación educativa; National Exam of Upper Secondary Education (ENEM); Theory of Additive Conjoint Measurement; Rasch model; Item Response Theory; educational assessment

In the 1930s, a group of scientists argued that the empirical concatenation of observable elements was not possible in the human and social sciences and was, thus, not feasible to obtain objective measurements similar to those found in physics. To address this issue, mathematical theories that do not require concatenation were proposed in the 1960s, including the Additive Conjoint Measurement Theory (ACMT). In the same decade, George Rasch developed the simple logistic model for dichotomous data as a probabilistic operationalization of the ACMT. This study investigates the possibility of developing a fundamental measure for the National Exam of Upper Secondary Education (ENEM) that applies Rasch’s model to students’ performance on the 2011 ENEM exam. The results indicate an adequate model fit, demonstrating the viability of a fundamental measure using ENEM data. Implications are discussed.