Resumo

MINTE MUNZENMAYER, Andrea; SEPULVEDA OBREQUE, Alejandro; OBANDO, Denis Igor  e  DIAZ LEVICOY, Danilo. Which reasoning level promotes questions of written tests in Chilean basic education?. Conrado [online]. 2021, vol.17, n.83, pp. 375-381.  Epub 10-Dez-2021. ISSN 1990-8644.

The results of an investigation about basic education written evaluation questions are presented. Specifically questions formulated in Social Sciences, Natural Sciences, Mathematics and Spanish tests. The study was made following a quantitative method of descriptive type. The main objective sought to determine the reasoning level that written evaluation demands, applied to different basic school classes. The sample comprehended 2875 questions. It is observable that teachers formulate low cognitive level questions. The average by school classes fluctuate between 56.3% y 68.5%. The elaborative level questions reach up to 27.6% and questions that evaluate superior abilities only reflect 10.8% of the total. Questions that promote deep cognitive reasoning are scarce. In Natural Sciences reaches 1.4% and in Mathematics 24.2%. Important percentual difference is not observed within question reasoning levels between subjects, school classes and type of establishments.

Palavras-chave : Questions; cognitive level; subjects; basic education.

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