Investigating the influence of question type and cognitive process on academic performance in VCE Physical Education : A secondary data analysis

Journal article


Whittle, Rachael J., Benson, Amanda C., Ullah, Shahid and Telford, Amanda. (2018). Investigating the influence of question type and cognitive process on academic performance in VCE Physical Education : A secondary data analysis. Educational Research and Evaluation. 24(8), pp. 504-522. https://doi.org/10.1080/13803611.2019.1612256
AuthorsWhittle, Rachael J., Benson, Amanda C., Ullah, Shahid and Telford, Amanda
Abstract

External written examinations are commonly used for determining student academic achievement. The influence of question type and cognitive process on examination performance in senior-secondary physical education is unclear. A secondary data analysis of Victorian Certificate of Education (VCE) Physical Education examination data (2011; n = 9,323, 2012; n = 8,781) was conducted. Question type (multiple choice and short answer) and overall examination performance were compared and the predictive value of question type, cognitive process (based on Bloom’s revised taxonomy), and overall examination scores determined. In 2011 and 2012, students performed significantly better on multiple-choice questions; however, short-answer performance better predicted overall exam performance. A significant difference between marks achieved by cognitive level and grade (Ungraded [UG] – A+) was found. Low-achieving students (UG – D) were performing well below the examination mean across all questions. Developing higher order thinking skills for all students may lead to improved overall examination performance in VCE Physical Education.

Keywordssenior-secondary physical education; examinations; high-stakes assessment; higher order thinking; Bloom’s taxonomy
Year2018
JournalEducational Research and Evaluation
Journal citation24 (8), pp. 504-522
PublisherRoutledge
ISSN1380-3611
Digital Object Identifier (DOI)https://doi.org/10.1080/13803611.2019.1612256
Scopus EID2-s2.0-85066114428
Page range504-522
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online21 May 2019
Publication process dates
Accepted23 Apr 2019
Deposited03 Aug 2023
Permalink -

https://acuresearchbank.acu.edu.au/item/8z71q/investigating-the-influence-of-question-type-and-cognitive-process-on-academic-performance-in-vce-physical-education-a-secondary-data-analysis

Restricted files

Publisher's version

  • 26
    total views
  • 0
    total downloads
  • 1
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Scaling up a school-based intervention to increase physical activity and reduce sedentary behaviour in children : protocol for the TransformUs hybrid effectiveness-implementation trial
Koorts, Harriet, Timperio, Anna, Lonsdale, Christopher Sean, Ridgers, Nicola, Lubans, David, Della Gatta, Jacqueline, Bauman, Adrian, Telford, Amanda, Barnett, Lisa M., Lamb, Karen, Lander, Natalie J., Lai, Samuel K., Sanders, Taren Grant, Arundell, Lauren, Brown, Helen, Wilhite, Katrina and Salmon, Jo. (2023). Scaling up a school-based intervention to increase physical activity and reduce sedentary behaviour in children : protocol for the TransformUs hybrid effectiveness-implementation trial. BMJ Open. 13(10), pp. 1-14. https://doi.org/10.1136/bmjopen-2023-078410
Equipping future teachers with innovative strategies that increase physical activity in the classroom : A hybrid implementation trial across three Australian universities
Lander, Natalie J., Mazzoli, Emiliano, Essiet, Inimfon A., Telford, Amanda, Ridley, Kate, Symington, Naomi and Salmon, Jo. (2023). Equipping future teachers with innovative strategies that increase physical activity in the classroom : A hybrid implementation trial across three Australian universities. Frontiers in Education. 8, p. Article 1093234. https://doi.org/10.3389/feduc.2023.1093234
Insights from senior-secondary physical education students on teacher-related factors they perceive to influence academic achievement
Whittle, Rachael J., Telford, Amanda and Benson, Amanda C.. (2019). Insights from senior-secondary physical education students on teacher-related factors they perceive to influence academic achievement. Australian Journal of Teacher Education. 44(6), pp. 69-90. https://doi.org/10.14221/ajte.2018v44n6.5
Teacher's perceptions of how they influence student academic performance in VCE physical education
Whittle, Rachael J., Telford, Amanda and Benson, Amanda C.. (2018). Teacher's perceptions of how they influence student academic performance in VCE physical education. Australian Journal of Teacher Education. 43(2), pp. 1-25. https://doi.org/10.14221/ajte.2018v43n2.1
Is there a relationship between primary school children's enjoyment of recess physical activities and health-related quality of life? A cross-sectional exploratory study
Hyndman, Brendon, Benson, Amanda C., Lester, Leanne and Telford, Amanda. (2017). Is there a relationship between primary school children's enjoyment of recess physical activities and health-related quality of life? A cross-sectional exploratory study. Health Promotion Journal of Australia. 28(1), pp. 37-43. https://doi.org/10.1071/HE15128
Enrolment, content and assessment : A review of examinable senior secondary (16–19 year olds) physical education courses : An international perspective
Whittle, Rachael Jayne, Benson, Amanda Clare and Telford, Amanda. (2017). Enrolment, content and assessment : A review of examinable senior secondary (16–19 year olds) physical education courses : An international perspective. Curriculum Journal. 28(4), pp. 598-625. https://doi.org/10.1080/09585176.2017.1318770
Student performance in high-stakes examinations based on content area in senior secondary (VCE) physical education
Whittle, Rachael J., Benson, Amanda C., Ullah, Shahid and Telford, Amanda. (2017). Student performance in high-stakes examinations based on content area in senior secondary (VCE) physical education. Physical Education and Sport Pedagogy. 22(6), pp. 632-646. https://doi.org/10.1080/17408989.2017.1310831
Physical education teachers' perspectives and experiences when teaching FMS to early adolescent girls
Lander, Natalie J., Hanna, Lisa, Brown, Helen, Telford, Amanda, Morgan, Philip J., Salmon, Jo and Barnett, Lisa M.. (2017). Physical education teachers' perspectives and experiences when teaching FMS to early adolescent girls. Journal of Teaching in Physical Education. 36(1), pp. 113-118. https://doi.org/10.1123/jtpe.2015-0201
Exploring context specific teacher efficacy in senior secondary (VCE) physical education teachers
Whittle, Rachael J., Benson, Amanda C. and Telford, Amanda. (2017). Exploring context specific teacher efficacy in senior secondary (VCE) physical education teachers. Teaching and Teacher Education. 68, pp. 21-29. https://doi.org/10.1016/j.tate.2017.08.006
Patterns of time use among regional and rural adolescent girls : Associations with correlates of physical activity and health-related quality of life
Casey, M., Harvey, J., Telford, A., Eime, R., Mooney, A. and Payne, W.. (2016). Patterns of time use among regional and rural adolescent girls : Associations with correlates of physical activity and health-related quality of life. Journal of Science and Medicine in Sport. 19(11), pp. 931-935. https://doi.org/10.1016/j.jsams.2016.02.004