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This article aims to analyze the parameters of mathematics items practiced in external evaluations, based on the assumptions of CTT and IRT. The methodological procedure used included bibliographic research and documentary research elements, as an analysis of items from the 5th year of elementary school published in a pedagogical bulletin was carried out. Among the parameters studied, the item's ability to discriminate stand out, the ability to answer it and the probability of correct answer given by respondents with low ability. In the analyzes, we considered unidimensionality and local interdependence precepts, respondent's ability and discrimination, difficulty and bisserial coefficient indices. We noticed that the procedures originating from CTT and IRT enable the student's proficiency identification, since it is possible to establish a relationship between the probability of a student correctly answering an item and his/her abilities in the evaluated knowledge area.

Análise dos Parâmetros de Itens de Matemática à luz da Teoria Clássica dos Testes (TCT) e da Teoria de Resposta ao Item (TRI)