Next-generation Enem assessment with fewer items and high reliability using CAT - Preprint

Sep 6, 2026

Brazilian High School Exam (Enem) scores support higher-education admission and scholarships, driven by an essay plus four 45-item multiple-choice tests assessing skills across knowledge areas. This study investigates whether Computerized Adaptive Testing (CAT) can reduce Enem’s item count while maintaining reliability. Using calibrated items from the 2009–2019 editions and four area scales, a CAT simulation stops when the error is ≤0.30 or after 45 items.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages27

Reading Time1 h 8 min

AccessFree to download

Abstract

Introduction

Enem

Implications of using Enem for selection

Enem

Publication status: Preprint has been published in a journal as an article DOI of the published article: [https://doi.org/10.18222/eae.v35.10142](https://doi.org/10.18222/eae.v35.10142) Next-generation Enem assessment with fewer items and high reliability using CAT Alexandre Jaloto, Ricardo Primi [https://doi.org/10.1590/SciELOPreprints.5339](https://doi.org/10.1590/SciELOPreprints.5339) Submitted on: 2022-12-27 Posted on: 2023-01-03 (version 1)(YYYY-MM-DD) SciELO Preprints-This document is a preprint and its current status is available at: [https://doi.org/10.1590/SciELOPreprints.5339](https://doi.org/10.1590/SciELOPreprints.5339) Next-generation Enem assessment with fewer items and high reliability using CAT Alexandre Jaloto Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep), Brasília, Brasil Departamento de Psicologia, Universidade São Francisco, Campinas, Brasil ORCiD: [https://orcid.org/0000-0002-5291-1768](https://orcid.org/0000-0002-5291-1768) Ricardo Primi Departamento de Psicologia, Universidade São Francisco, Campinas, Brasil ORCiD: [https://orcid.org/0000-0003-4227-6745](https://orcid.org/0000-0003-4227-6745) Abstract The Brazilian High School Exam (Enem) results are used to enter higher education and obtain scholarships and study financing. The Enem comprises an essay and four 45-item tests that measure educational skills in different areas of knowledge. Therefore, this work aims to verify the possibility of reducing the number of items in Enem through a Computerized Adaptive Testing (CAT) . We used tests from the 2009 to 2019 editions of Enem. The items have been calibrated and positioned on four scales (one for each area) . we simulated a CAT, which ended when the error was less than or equal to 0.30, or 45 items were applied. On average, the application ranged from 12.0 (Languages and Codes; LC) to 29.2 (Mathematics; MT) items. Results point to the potential of reducing the size of Enem to 20 items for a proportion that varies from 39.8%(MT) to 94.8%(LC) . SciELO Preprints-This document is a preprint and its current status is available at: [https://doi.org/10.1590/SciELOPreprints.5339](https://doi.org/10.1590/SciELOPreprints.5339) Keywords: student assessment; psychometrics; item response theory; admission to higher education Introduction The purpose of this study is to determine whether the Brazilian High School Examination (also known as Enem in Portuguese) can be simplified by using Computerized Adaptive Testing (CAT) without compromising reliability. Since 2009, Enem, which comprises an essay and four tests with 45 multiple-choice items, has been used as a single selection process for admission to several higher education institutions. Considering that the cutoff scores for each course vary widely, the reliability needs to be adequate within a range of about seven standard deviations. This study combines a reflection on the technical feasibility of implementing the CAT in the Enem in view of the impact the position of an item has on educational test performance (Debeer & Janssen, 2013; Domingue et al., 2020; Wu et al., 2016) with a consideration of the potential of CAT to improve the logistics of applying Enem. It also seeks to advance knowledge about CAT in educational tests by conducting a simulation with banks consisting of 674 to 839 items. Enem Enem was established in 1998 by the National Institute for Educational Studies and Researches Anísio Teixeira (in Portuguese, Inep), a Ministry of Education agency. Among its goals was to provide a framework for self-assessment based on performance indicators and the development domain of skills and abilities inherent in the cognitive and social development phase at the end of basic education (Inep, 2009) . Enem underwent changes in 2009 that made it closer to becoming the only entrance test for undergraduate study at Brazilian federal higher education institutions. Due to the Unified Se

FAQs

What is the main goal of the study on Enem assessment?

The study aims to test whether Enem can be simplified using Computerized Adaptive Testing (CAT) without compromising reliability.

How was the CAT simulation conducted in this research?

Items from the 2009–2019 Enem editions were calibrated and placed on four area scales, and CAT was simulated until the error was ≤0.30 or 45 items were administered.

What do the results suggest about reducing the number of Enem items?

The results indicate a potential to reduce Enem to 20 items, with proportions ranging from 39.8% for Mathematics (MT) to 94.8% for Languages and Codes (LC).

Sep 6, 2026

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