Scrutinizing the Instrument: in focus the Mathematics tests of the Basic Education Assessment System

Abstract

The article investigates the model of math tests applied by the Basic Education Assessment System since 2001 as instruments for measuring learning and the quality of teaching in Basic Education. Based on an analysis of documentation produced by the Anísio Teixeira National Institute for Educational Studies and Research, the study identifies a notable stability in the main features of this model. Considering the course of the standards and in dialogue with academic production on the subject, the text discusses some possible explanations for this stability. Among the explanatory elements for this stability is the hegemonic understanding that identifies teaching quality with learning certain content and that considers it plausible to measure learning through tests, as well as measuring and comparing proficiencies.

Keywords
Large-scale assessment; Educational standards; Mathematics Education; Basic Education