A comparison of mathematical frameworks from Saeb and Naep

Authors

  • Wallace Nascimento Pinto Junior Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep), Brasília, Distrito Federal, Brasil

DOI:

https://doi.org/10.18222/eae266103029

Keywords:

Mathematics, Evaluation system of basic education, National assessment of Educational progress, Resumes

Abstract

This article aims to analyze the structural similarities and differences of the frameworks of the Evaluation System of Basic Education (Saeb) and the National Assessment of Educational Progress (Naep). More specifically, it seeks to compare the descriptors of the theme “Space and Shape”, tested on the ninth grade of the Saeb, with those of Geometry, tested on the eighth grade of the Naep. This evaluation seeks to produce information on curricular trends which underlie the choices of skills measured in these assessment systems, that could guide the updating of the mathematical frameworks of the Saeb. The results suggest that both frameworks are similar in the separation of knowledge objects by related content areas and in addressing various cognitive operations; on the other hand, the ways in which the descriptors are presented in each matrix are different. Some similarities between the skills measured in both tests in the analysis of the descriptors of the theme “Space and Shape” can be observed.

 

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Author Biography

Wallace Nascimento Pinto Junior, Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep), Brasília, Distrito Federal, Brasil

Pesquisador Tecnologista em Informações e Avaliações Educacionais da Diretoria de Avaliação da Educação Básica do Instituto Nacional de Estudos e Pesquisas Educacionais
Anísio Teixeira (Inep)
wallace.pinto@inep.gov.br

References

ANDERSON, L. W. et. al. A taxonomy for learning, teaching and assessing: a revision of Bloom’s Taxonomy of Educational Objectives. New York: Addison Wesley Longman, 2001.

BRASIL. Instituto Nacional de Estudos e Pesquisas Educacionais. SAEB 2001: novas perspectivas. Brasília, DF: Inep, 2002.

NATIONAL ASSESSMENT GOVERNING BOARD. Mathematics Framework for the 2013 National Assessment of Educational Progress. Washington, DC: NAGB, 2012. Disponível em: <http://www.nagb.org/content/nagb/assets/documents/publications/frameworks/math-2013-framework.pdf>. Acesso em: 28 jul. 2014.

NEIDORF, T. S.; BINKLEY, M.; GATTIS, K.; NOHARA, D. Comparing Mathematics Content in the National Assessment of Educational Progress (NAEP), Trends in International Mathematics and Science Study (TIMSS), and Program for International Student Assessment (PISA) 2003 Assessments (NCES 2006-029). Washington, DC: U.S. Department of Education. NCES, 2006. Disponível em: <http://nces.ed.gov/ pubsearch>. Acesso em: 28 jul. 2014.

UNITED STATES OF AMERICA. Departament of Education. National Center for Education Statistics. A Comparison of the 2011 Grade 8 NAEP and TIMSS Mathematics and Science Frameworks (NCES 2013-462). 2013. Disponível em: <http://nces.ed.gov/nationsreportcard/pubs/studies/2013462.asp>. Acesso em: 28 jul. 2014.

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Published

2015-06-22

How to Cite

Pinto Junior, W. N. (2015). A comparison of mathematical frameworks from Saeb and Naep. Estudos Em Avaliação Educacional, 26(61), 30–47. https://doi.org/10.18222/eae266103029

Issue

Vol. 26 No. 61: jan./abr.2015

Section

Tema em Destaque - Tendências e perspectivas em avaliação educacional

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