University Entrance Examinations in Brazil: Measurement Procedures.

Autor/in	Bessa, Nicia M.
Titel	University Entrance Examinations in Brazil: Measurement Procedures.
Quelle	(1975), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Admission Criteria; Career Choice; Centralization; College Admission; College Entrance Examinations; Educational Change; Educational Legislation; Evaluation; Higher Education; Measurement Techniques; Objective Tests; Scoring; Test Construction; Test Reliability; Test Validity; Testing; Testing Problems; Brazil + Suchen Sie Ihr Suchwort? Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Centralisation; Zentralisierung; Hochschulzugang; Hochschulzulassung; Aufnahmeprüfung; Bildungsreform; Bildungsrecht; Schulgesetz; Evaluierung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Messtechnik; Objektiver Test; Bewertung; Testaufbau; Testreliabilität; Testvalidität; Testdurchführung; Testen; Brasilien
Abstract	New legislation on education, introduced in Brazil from 1968 to 1971, addresses university entrance requirements and exam characteristics by calling for centralization of exam preparation, examinee registration, test administration, test scoring and result reporting, and the use of objective tests. The Brazilian educational structure has three degree levels with the First Degree covering the first eight years of schooling, the Second Degree covering the next three, and the Third Degree all additional education. Students who are classified are admitted to the First Cycle of the Third Degree which consists of a year's preparation for professional programs. Classification follows a predetermined quota for a major area of study. Only those students who have declared a major area of study and who have a high ranking will be classified. The new legislation requires that the content of entrance examinations should correspond to the difficulty level of the core courses of language, social studies, science, and mathematics in the Second Degree schools and that the examinations should be objective, avoid questions involving sheer memorization, and test scores should be transformed into standard scores. (BJG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC