Andrade, Dalton Francisco2024-02-212024-02-212015-09-14https://hdl.handle.net/20.500.14135/937In the present study we used a multi-dimensional modeling of the National Examination of Secondary Education (ENEM), through multidimensional item response theory (MIRT) in order to better understand the learning assessed. The ENEM (1998-2008) was an interdisciplinary examination structured for five competencies expressed by 21 skills. So, being an assessment, we can not, a priori, to consider one-dimensional, there was an analysis of dimensionality and interpretation of its dimensions. Initially we analyzed the set of 63 items Yellow proof of ENEM 2001 on a sample of 10,000 respondents. In this phase it addressed the dimensionality of proof and choosing the model that best fit the data. Then a multidimensional model of TRI was adjusted with five dimensions, and was made a list of ENEM proof competencies with the factors through the analysis of the test items. This relationship was evidenced a more significant relationship of the five competencies with only three dimensions. Finally, a comparison of the assessed was made that hit 40, 50 and 60 items in the race through the analysis of the percentage of the hit number in each jurisdiction and scores, estimated by the multidimensional IRT models in each of the five dimensions in order to interpret the performance of these reviews.Documento textualporAcesso abertoTeoria da Resposta Ao ItemExame Nacional do Ensino Médio (ENEM)Avaliação da EducaçãoEnsino MédioEducação BásicaDissertação120633