Análise de desempenho do 6° ano do Ensino fundamental na prova de matemática utilizando a Teoria de Resposta ao Item (TRI)

Abstract

The application of educational assessments aims to evaluate students’ knowledge. However, for these results to be valid, it is essential that the items effectively distinguish between participants with higher and lower levels of understanding. In this context, the present study aimed to assess the performance of 6th-grade elementary students on a mathematics test administered in a municipality located in the hinterlands of Alagoas. Based on the data collected, methodological steps were followed to analyze item reliability using McDonald’s omega coefficient, while dimensionality was examined through the Kaiser- Meyer-Olkin (KMO) index to ensure the suitability of the matrix for factor analysis. Furthermore, Item Response Theory (IRT) was applied to analyze item performance according to parameter estimates from the 3PL model. The results revealed a generally high level of difficulty in the test, while the discrimination analysis identified two items with negative discrimination indices, indicating possible flaws in item construction. Additionally, one item showed a high probability of random guessing. These findings suggest the need for diagnostic assessments based on IRT to better identify learning gaps and monitor academic progress. Thus, the study reinforces the importance of employing IRT in the development of educational assessment tools, aiming to enhance pedagogical strategies and improve teaching outcomes.