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Investigating the influence of question type and cognitive process on academic performance in VCE Physical Education : A secondary data analysis
Whittle, Rachael J. Benson, Amanda C. Ullah, Shahid Telford, Amanda
Whittle, Rachael J.
Benson, Amanda C.
Ullah, Shahid
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.
Keywords
senior-secondary physical education, examinations, high-stakes assessment, higher order thinking, Bloom’s taxonomy
Date
2018
Type
Journal article
Journal
Educational Research and Evaluation
Book
Volume
24
Issue
8
Page Range
504-522
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
Collections
Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled