<?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>0871-9187</journal-id>
<journal-title><![CDATA[Revista Portuguesa de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Port. de Educação]]></abbrev-journal-title>
<issn>0871-9187</issn>
<publisher>
<publisher-name><![CDATA[Centro de Investigação em Educação. Instituto de Educação da Universidade do Minho]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0871-91872022000200011</article-id>
<article-id pub-id-type="doi">10.21814/rpe.21651</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Avaliação da qualidade dos exames de Biologia e Geologia do ensino secundário português]]></article-title>
<article-title xml:lang="es"><![CDATA[Evaluación de la calidad de los exámenes de Biología y Geología en la educación secundaria portuguesa]]></article-title>
<article-title xml:lang="en"><![CDATA[Quality assessment of the Portuguese secondary school Biology and Geology exams]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lopes]]></surname>
<given-names><![CDATA[Teresa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Precioso]]></surname>
<given-names><![CDATA[José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Minho  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Minho  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>35</volume>
<numero>2</numero>
<fpage>211</fpage>
<lpage>227</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0871-91872022000200011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0871-91872022000200011&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0871-91872022000200011&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Os resultados dos alunos portugueses no exame de Biologia e Geologia têm revelado uma situação grave de insucesso ao longo dos anos, com classificações médias muito baixas e taxas de reprovação excessivamente elevadas. Na opinião dos professores, as principais causas de insucesso relacionam-se com o elevado grau de complexidade do exame. Assim, é importante analisar a validade e a qualidade técnica desses exames para aferir se esses instrumentos de avaliação estão a contribuir negativamente para o insucesso dos alunos. Neste contexto, realizou-se esta investigação qualitativa, de análise documental com recurso a análise de conteúdo. Analisaram-se dois exames de Biologia e Geologia (critério de seleção: provas com os melhores e os piores resultados) nas dimensões: Área disciplinar por ano (o exame avalia as áreas de Biologia e Geologia); Tipo de questão; Dimensões do Ensino das Ciências; Taxonomia de Bloom: Dimensão do Processo Cognitivo e Dimensão do Conhecimento. Conclui-se que os exames são cognitivamente exigentes, sendo que a maioria das questões avalia categorias superiores do processo cognitivo (aplicação e análise) de conhecimento conceptual. Esta investigação demonstra a falta de validade e fiabilidade dos exames de Biologia e Geologia, assim como vários problemas de qualidade técnica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The results of Portuguese students in the Biology and Geology exam have revealed a serious situation of failure over the years, with very low average scores and excessively high failure rates. In teachers&#8217; opinion, the main causes of failure are related to the high complexity of the exam. Thus, it is important to analyze the validity and technical quality of these exams to assess whether these assessment instruments are negatively contributing to the students' failure. In this context, this qualitative research was carried out, using document analysis and content analysis. Two Biology and Geology exams were analyzed (selection criteria: exams with the best and worst results) in the dimensions: Disciplinary area per year (the exam evaluates the areas of Biology and Geology); Question type; Dimensions of science education; Bloom's Taxonomy: cognitive process dimension and knowledge dimension. It is concluded that the exams are cognitively demanding, and most questions evaluate higher categories of the cognitive process (application and analysis) of conceptual knowledge. This investigation demonstrates the lack of validity and reliability of the Biology and Geology exams, as well as several technical quality problems.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los resultados de los estudiantes portugueses en el examen de Biología y Geología han revelado una grave situación de reprobación a lo largo de los años, con puntuaciones medias muy bajas y tasas de fracaso excesivamente altas. En opinión de los profesores, las principales causas de reprobación están relacionadas con el alto grado de complejidad del examen. Por tanto, es importante analizar la validez y calidad técnica de estos exámenes para evaluar si estos instrumentos de evaluación están contribuyendo negativamente al fracaso de los estudiantes. En este contexto, se llevó a cabo esta investigación cualitativa, utilizando análisis de documentos mediante análisis de contenido. Se analizaron dos exámenes de Biología y Geología (criterio de selección: pruebas con mejor y peor resultado) en las dimensiones: Área disciplinaria por año (el examen evalúa las áreas de Biología y Geología); Tipo de pregunta; Dimensiones de la enseñanza de las ciencias; Taxonomía de Bloom: dimensión del proceso cognitivo y dimensión del conocimiento. Se concluye que los exámenes son cognitivamente exigentes y la mayoría de las preguntas evalúan categorías superiores del proceso cognitivo (aplicación y análisis) del conocimiento conceptual. Esta investigación demuestra la falta de validez y confiabilidad de los exámenes de Biología y Geología, así como varios problemas de calidad técnica.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Biologia e Geologia]]></kwd>
<kwd lng="pt"><![CDATA[Educação em ciências]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação externa]]></kwd>
<kwd lng="pt"><![CDATA[Exames nacionais]]></kwd>
<kwd lng="en"><![CDATA[Biology and Geology]]></kwd>
<kwd lng="en"><![CDATA[Science education]]></kwd>
<kwd lng="en"><![CDATA[Evaluation]]></kwd>
<kwd lng="en"><![CDATA[External assessment]]></kwd>
<kwd lng="en"><![CDATA[National exams]]></kwd>
<kwd lng="es"><![CDATA[Biología y Geología]]></kwd>
<kwd lng="es"><![CDATA[Educación en ciencias]]></kwd>
<kwd lng="es"><![CDATA[Evaluación]]></kwd>
<kwd lng="es"><![CDATA[Evaluación externa]]></kwd>
<kwd lng="es"><![CDATA[Exámenes nacionales]]></kwd>
</kwd-group>
</article-meta>
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