Large-scale assessment in higher education and reading proficiency in the academic context

Abstract

The concept of reading proficiency recommends that individuals be active in the social environment, so that they can understand and interact with the information that surrounds them. It is expected that this same conception is foreseen in every educational process, with a view to the students being trained as proficient readers, and, in composition of this process, it is also foreseen in the evaluations in large scale, considering that among its functions is the to evaluate the most different teaching stages and guide the planning of public policies. However, what has often been seen are many complaints from the agents directly involved, teachers and students, and alarming data for each report released by the competent bodies. More specifically, in terms of reading performance in the academic context, evaluations such as Enem and Enade demonstrate a broken expectation, because, even after attending years of basic education, students have entered the university with reading disabilities, and even more worrying. the fact that they are enrolled or have completed the higher education course and the difficulties still persist. In light of this, the present study aims to address the trajectory of progression of performance of university students through the two main large-scale assessments in which they participate, Enem, for being the most important exam for the selection of vacancies; and Enade, as it is a mandatory assessment for all those enrolled in undergraduate courses. For this, we will bring the concepts of reading competence in the two exams, in addition to some studies already carried out on academic reading and writing.