Which knowledge and skills are assessed in enem? Analysis of Reverse Induced Performance

Two instruments based on real questions of the Brazilian National Exam (“ENEM”) were presented to two randomized groups of high school students. One group received real questions (n=1,631), and the other received the same questions (n=1,400) with abridged context information, but with the same command and alternatives. Results were analyzed with statistical tools, showing higher performance in some questions with abridged information (reverse induced performance). Qualitative tools were used to explain this awkward phenomenon. Conclusions show that students’ performance may rely more heavily on perception of subtleties in questions’ alternatives, reading skills and time management ability than on previous knowledge and mental skills.