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The Brazilian National Assessment of Secondary Education (ENEM, ExameNacional do Ensino M\'edio) has changed in 2009: from a self-assessment ofcompetences at the end of high school to an assessment that allows access tocollege and student financing. From a single general exam, now there are testsin four areas: Mathematics, Language, Natural Sciences and Social Sciences. Anew Reference Matrix is build with components as cognitive domains,competencies, skills and knowledge objects; also, the methodological frameworkhas changed, using now Item Response Theory to provide scores and allowinglongitudinal comparison of results from different years, providing conditionsfor monitoring high school quality in Brazil. We present a study on the issuesdiscussed in Natural Science Test of ENEM over the years 2009, 2010 and 2011.Qualitative variables are proposed to characterize the items, and data fromstudents' responses in Physics items were analysed. The qualitative analysisreveals the characteristics of the exam in these years: long items, only a fewof them demanding more complex reasoning, a characteristic of problem solvingskills. The analysis of student performance also reveals that learning physicsis not attained, with a percentage of correct answers on items that is almostalways small, and that items that require some type of disciplinary knowledgeor require use of mathematical reasoning presents a performance significantlyweaker.

Physics Items and Student's Performance at Enem