Análise da prova da primeira fase da OBMEP como subsídio para orientar a prática docente

The Brazilian Mathematical Olympiad of Public Schools – BMOPS is a large-scale government evaluation offered annually since 2005 for Students of primary education, which aims to discover young mathematical talents and contributes to the quality of education. This government project includes actions and programs in order to improve mathematical learning, especially for the awarded students. Also, this study contributes to enlarge the objectives of this evaluation process, with one analysis of the assessment’s construction as the instrument of the first phase of BMOPS of 2014, in the second level. The main question that underwrote this study was: Can this large-scale’s instrument be used as a subsidy for a significant learning? The answer was investigated according to theoretical assumptions related in the assessment for apprenticeship and Analysis Error, with a sample including students of five schools from Federal District, with the purpose of making one study behavior on the markings of these students. The methodology used has encompassed analysis of data and contents. One Analysis of the test items was done as well according to the Classical Theory of Tests – CTT and the techniques recommended by the Engineering Items construction. The nature of the errors of the researched students was inferred and categorized, based on the choices of the distractors presented in every question in the written test, in order to give teachers support to one decision in a problem-situation and overcome the obstacles into the learning process. Key-words: Assessment for learning. Distractors. Engineering Items. Analysis of Error. OBMEP. Lista de ilustrações Figura 1 – AGI de item bom e de item ruim, respectivamente (RODRIGUES, 2006, p. 52) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Figura 2 – AGI de item com discriminação ruim e de item difícil, respectivamente (RODRIGUES, 2006, p. 52) . . . . . . . . . . . . . . . . . . . . . . . . 66 Figura 3 – Exemplo de item convencional . . . . . . . . . . . . . . . . . . . . . . . 67 Figura 4 – Exemplo de item discursivo . . . . . . . . . . . . . . . . . . . . . . . . 70 Figura 5 – Exemplo de item de resposta curta aberta – 2a Fase da OBMEP . . . . 71 Figura 6 – Estrutura Básica do Item (adaptado de (RABELO, 2013)) . . . . . . . 73 Figura 7 – Item com exemplificação no texto-base . . . . . . . . . . . . . . . . . . 74 Figura 8 – Exemplo de item de múltipla escolha de complementação simples. . . . 75 Figura 9 – Exemplo de item de pergunta direta. . . . . . . . . . . . . . . . . . . . 75 Figura 10 – Exemplo de item de múltipla escolha de interpretação. . . . . . . . . . 76 Figura 11 – Item de múltipla escolha de resposta múltipla . . . . . . . . . . . . . . 79 Figura 12 – Solução apresentada pelo aluno E2A18. . . . . . . . . . . . . . . . . . . 123 Figura 13 – Solução apresentada pelo aluno E1A11. . . . . . . . . . . . . . . . . . . 125 Figura 14 – Solução apresentada pelo aluno E1A15. . . . . . . . . . . . . . . . . . . 127 Figura 15 – Solução apresentada pelo aluno E2A11. . . . . . . . . . . . . . . . . . . 127 Figura 16 – Solução da questão proposta pelo aluno E1A12. . . . . . . . . . . . . . 128 Figura 17 – Visualização da solução da alternativa A . . . . . . . . . . . . . . . . . 136 Figura 18 – Visualização da solução da alternativa D . . . . . . . . . . . . . . . . . 136 Figura 19 – Solução apresentada pelo aluno E1A15. . . . . . . . . . . . . . . . . . . 139 Figura 20 – Solução apresentada pelo aluno E2A10. . . . . . . . . . . . . . . . . . . 147 Figura 21 – Solução apresentada pelo aluno E1A10. . . . . . . . . . . . . . . . . . . 153