Measuring Scientific Literacy allows us to evaluate how this construct can be perceived in the numerous activities that aim to promote it. The Basic Scientific Literacy Test consists of a questionnaire with great potential to measure the level of this concept. However, the literature points out research that makes use of this instrument, which was elaborated for graduates of Basic Education, in elementary school students. Thus, the problem of this study aims to analyze the psychometric characteristics of its items for this target audience, questioning whether the instrument remains valid for this group. The aim of this article is to present the results of a pilot test with 125 students, which generated the analyses to answer this question. The results highlight the discussion about the importance of ensuring the qualities of validity and reliability of the instruments when used in individuals with different school and social characteristics of those in which the questionnaire was elaborated. Its application in other samples of this population is suggested in order to verify the stability of the items and corroborate the theoretical structure of the results obtained.

RESUMONo Estado do Rio Grande do Sul foi implantado o Ensino Médio Politécnico por parte do governo do RS no ano de 2012. Neste relato apresenta-se uma análise sobre a forma como ocorreu o processo de apropriação sobre a avaliação do ensino politécnico na escola, bem como investigou-se os instrumentos e metodologias adotadas. Procurou-se verificar como se deu a atuação docente, no que se refere às atribuições de conceitos por áreas de conhecimento e se o sistema de avaliação por conceitos e pareceres representa ou não avanço no processo de ensino e aprendizagem para os professores. Para análise dos resultados foi utilizada a metodologia do Discurso do Sujeito Coletivo (DSC) e percebeu-se que a implantação do Ensino Médio Politécnico trouxe muitos avanços para o desenvolvimento das atividades de ensino, entretanto, o processo de formação continuada dos professores não ocorreu de forma adequada e vários outros discursos surgiram de forma a qualificar os resultados deste relato. Palavras-chave:Avaliação da Aprendizagem; Ensino Médio Politécnico; Formação Continuada. ABSTRACTPolytechnic High School was implemented by the government in the state of Rio Grande do Sul at 2012. This report presents an analysis of the way the appropriation process occurred on the evaluation of polytechnic education in the school, as well as how the instruments and methodologies adopted were applied. It was sought to verify how the teaching performance occurred, regarding the attributions of concepts by areas of knowledge and if the system of evaluation by concepts and opinions represents or not progress in the process of teaching and learning for teachers. In order to analyze the results, the methodology of the Collective Subject Discourse (DSC) was used and it was noticed that the implementation of Polytechnic High School brought many advances for the development of teaching activities, however, the process of continuous teacher training did not occur and several other discourses emerged in order to qualify the results of this report.