ANALYSIS OF QUESTIONS OF PHYSICS FOR THE NATIONAL STANDARD EXAM OF MIDDLE-HIGH SCHOOL (ENEM) ACCORDING TO REVISED BLOOM'S TAXONOMY

The National Standard High School Exam (ENEM), established in 1998, gained prominence in 2005, when it became the mechanism to get into the high education program University to Everybody (PROUNI) and even more notorious in 2009 as an entrance exam to the United Access System (SISU), which exceeded seven (7) million subscribers in 2013. We analyze 105 (one hundred and five) questions of Physics from ENEM applied between 2009 and 2013 in an attempt to understand the scope of knowledge and the cognitive process demanded by such exam according to the Revised Bloom's Taxonomy (TBR). Among the dimensions of knowledge we highlight the Conceptual Knowledge (56%), followed by Procedural Knowledge (31%) and among the Cognitive Processes, what stands out is Understanding (49%) and Application (23%), which indicates that the exam emphasizes intermediate levels of complexity in the analyzed dimensions.

National-Standard-High School Exam (ENEM); Revised Bloom's; Taxonomy; Physics Teaching.