Evolução do Insucesso Escolar nos Exames Nacionais do Ensino Secundário, por Sexo, em Portugal
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Bibliographic record
Abstract
Em Portugal, a avaliação externa, no ensino secundário, é utilizada para classificar e certificar, mas também para seriação no acesso ao ensino superior. Não há ainda estudos de monotorização de resultados nos exames nacionais por sexo em Portugal. Objetivos: (1) descrever a evolução do insucesso no exame de Biologia e Geologia por sexo, 2013 a 2017; (2) descrever a evolução do insucesso nos exames nacionais por sexo, 2013 a 2017; (3) comparar os resultados dos exames de Biologia e Geologia com os dos outros exames nacionais. A população deste estudo consiste no conjunto dos alunos que fizeram os dez exames nacionais mais realizados do ensino secundário a nível nacional (2013 a 2017). Retiraram-se os dados necessários das bases de dados (2013 a 2017) do Júri Nacional de Exames, no site da Direção Geral da Educação, fazendo-se o tratamento estatístico. Os resultados nos exames revelam um panorama permanente de insucesso, com médias de classificações muito baixas e taxas de reprovação excessivamente elevadas, sendo Biologia e Geologia uma das disciplinas com maior insucesso. As raparigas demonstram melhor performance na maioria das disciplinas, o que segue a tendência internacional. É impreterível investigar as causas deste insucesso, já que o ensino secundário integra agora o ensino obrigatório, para tomar medidas preventivas.Palavras chave: Biologia e geologia; Educação em ciências; Avaliação; Avaliação externa; Exames nacionais; Avaliações estandardizadas, Resultados escolares por sexo. Evolution of School Failure in National Examinations of Secondary Education, by Sex, in PortugalIn Portugal, external assessment in secondary education is used to classify and certify, but also for grading in access to higher education. There are still no studies monitoring the students’ results in the national examinations by sex in Portugal. Objectives: (1) describe the evolution of the failure in the Biology and Geology exam by sex, 2013-2017; (2) describe the evolution of failure in national examinations by sex, 2013 to 2017; (3) Compare the results of the Biology and Geology exams with those of the other national exams. This study’s population consists of the group of students who did the ten most accomplished national exams at the secondary level (2013 to 2017). The necessary data were removed from the databases (2013 to 2017) of the Júri Nacional de Exames in the Direção Geral da Educação website and the statistical treatment was done. The results in the exams reveal a permanent panorama of failure, with very low averages classifications and excessively high fail rates; Biology and Geology is one of the most unsuccessful subjects. Girls show better performance in most subjects, which follows the international trend. It is imperative to investigate the causes of this failure to take preventive measures, because nowadays secondary education integrates the compulsory education.Keywords: Biology and geology; Science education; Evaluation; External assessment; National examinations, Standardized assessments; School results by sex.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.004 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.004 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.018 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it