<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4703</journal-id>
<journal-title><![CDATA[Actualidades Investigativas en Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Actual. Investig. Educ]]></abbrev-journal-title>
<issn>1409-4703</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigación en Educación, Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-47032020000100257</article-id>
<article-id pub-id-type="doi">10.15517/aie.v20i1.40126</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação física no Exame Nacional do Ensino Médio: análise via teoria clássica dos testes]]></article-title>
<article-title xml:lang="en"><![CDATA[Physical education in the National Exam of Upper Secondary Education: analysis from classical test theory]]></article-title>
<article-title xml:lang="es"><![CDATA[Educación física en el Examen Nacional de la Secundaria Superior: análisis por la teoría clásica de las pruebas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araujo de Sousa]]></surname>
<given-names><![CDATA[Leandro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Airton de Freitas Pontes Junior]]></surname>
<given-names><![CDATA[José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Eufrásio Braga]]></surname>
<given-names><![CDATA[Adriana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Ceará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual do Ceará (UECE), Programa de Pós-Graduação em Educação (PPGE), ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Ceará (UFC), Programa de Pós-Graduação em Educação (PPGE), ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<volume>20</volume>
<numero>1</numero>
<fpage>257</fpage>
<lpage>277</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-47032020000100257&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-47032020000100257&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-47032020000100257&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O Exame Nacional do Ensino Médio (ENEM) no Brasil, é uma avaliação em larga escala que tem o objetivo de medir o conhecimento de estudantes ao final da Educação Básica. Em 2009 a Educação Física passou a compor o Exame. Dessa forma, a pesquisa objetivou analisar os itens de Educação Física do exame dos anos de 2009 a 2014 a partir da teoria clássica. Para isso, a pesquisa tem um enfoque predominantemente quantitativo e exploratório. O estudo foi realizado com uma amostra aleatória de participantes do estado do Ceará, Brasil, que realizaram o exame. Foram analisados os seguintes parâmetros: validade, fidedignidade, dificuldade e discriminação. Os itens apresentaram bons valores de correlação e adequação da amostra. No entanto, apresentaram escores de comunalidade e cargas fatoriais inadequados para composição da prova. A Análise Fatorial Exploratória apresentou baixa explicação da variância considerando apenas um fator, mesmo Scree plot indicando a unidimensionalidade. Os valores de fidedignidade foram bons, não havendo influência dos itens de Educação Física. A dificuldade e discriminação apresentaram valores aceitáveis em quase todos os anos. No entanto, em 2014 a prova não apresentou unidimensionalidade. Neste ano, os itens apresentaram alta dificuldade e baixa discriminação. Dessa forma, alguns itens de Educação Física do exame não apresentaram parâmetros adequados. As provas de Linguagens e Códigos do exame apresentaram dificuldades de comprovação da unidimensionalidade. Tais fatores podem comprometer a validade da medida e consequentemente dos resultados desse exame, podendo interferir no ingresso de milhões de brasileiros no Ensino Superior.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The National Exam of Upper Secondary Education (ENEM) in Brazil, is a large scale evaluation that aims to measure students' knowledge at the end of Basic Education. Physical Education began to form of the Exam in 2009. Thus, the research aimed to analyze the Physical Education items of the exam from the years 2009 to 2014 from the classical theory. The research has a predominantly quantitative and exploratory approach. The study was performed with a random sample of participants from state of Ceará, Brazil, who were examined. The following parameters were analyzed: validity, reliability, difficulty and discrimination. The items presented good values of correlation and adequacy of the sample. However, they presented commonality scores and factorial loads that were not adequate for the test composition. The Exploratory Factor Analysis presented low explanation of the variance considering only one factor, even Scree plot indicating the unidimensionality. The reliability values were good, with no influence of Physical Education items. The difficulty and discrimination presented values acceptable in almost every year. However, the test did not present unidimensionality in 2014. This year, the items presented high difficulty and low discrimination. Thus, some Physical Education items of the exam did not present adequate parameters. The tests of Languages and Codes presented difficulties in proving unidimensionality. Such factors may compromise the validity of the measure and consequently of the results of this exam, and may interfere with the enrollment of millions of Brazilians in Higher Education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El Examen Nacional de la Secundaria Superior (ENEM), en Brasil, es una evaluación a gran escala que tiene el objetivo de medir el conocimiento de estudiantes al final de la Educación Básica. En 2009, la educación física pasó a componer el examen. De esta forma, la investigación tuvo por objetivo analizar los ítems de Educación Física del Examen de los años 2009 a 2014 a partir de la teoría clásica. Para ello, la investigación presenta un enfoque predominantemente cuantitativo y exploratorio. El estudio se realizó con una muestra aleatoria de participantes del estado de Ceará, Brasil, que fueron examinados. Se analizaron los siguientes parámetros: validez, fiabilidad, dificultad y discriminación. Los ítems presentaron buenos valores de correlación y adecuación de la muestra. Sin embargo, indica comunalidad y cargas factoriales inadecuadas para la composición de la prueba. El Análisis Factorial Exploratorio presentó baja explicación de la varianza al considerar solo un factor, a pesar de que lo scree plot indica la unidimensionalidad. Los valores de fiabilidad fueron buenos, no habiendo influencia de los ítems de Educación Física. La dificultad y la discriminación presentaron valores aceptables en casi todos los años. No obstante, en 2014, la prueba no presentó unidimensionalidad. Este año, los ítems presentaron alta dificultad y baja discriminación. Así, algunos ítems de Educación Física del examen no muestran parámetros adecuados. Las pruebas de Lenguajes y Códigos del examen presentaron dificultades de comprobación de la unidimensionalidad. Tales factores pueden comprometer la validez de la medida y consecuentemente de los resultados de ese examen, y pueden interferir en el ingreso de millones de brasileños en la Enseñanza Superior.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[avaliação padronizada]]></kwd>
<kwd lng="pt"><![CDATA[ensino médio]]></kwd>
<kwd lng="pt"><![CDATA[teoria clássica]]></kwd>
<kwd lng="en"><![CDATA[standardized assessment]]></kwd>
<kwd lng="en"><![CDATA[secondary education]]></kwd>
<kwd lng="en"><![CDATA[classical test theory]]></kwd>
<kwd lng="es"><![CDATA[evaluación estandarizada]]></kwd>
<kwd lng="es"><![CDATA[enseñanza media]]></kwd>
<kwd lng="es"><![CDATA[teoría clásica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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