Investigating the influence of question type and cognitive process on academic performance in VCE Physical Education: a secondary data analysis |
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Authors: | Rachael J Whittle Amanda C Benson Shahid Ullah Amanda Telford |
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Institution: | 1. School of Education, RMIT University, Bundoora, VIC, Australia https://orcid.org/0000-0002-9222-3900;2. Department of Health and Medical Sciences, Swinburne University of Technology, Hawthorn, VIC, Australia;3. School of Health and Biomedical Sciences, RMIT University, Melbourne, VIC, Australia https://orcid.org/0000-0003-2959-8969;4. South Australian Health and Medical Research Institute (SAHMRI), Adelaide, South Australia, Australia;5. School of Education, RMIT University, Bundoora, VIC, Australia |
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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. |
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Keywords: | Senior-secondary physical education examinations high-stakes assessment higher order thinking Bloom’s taxonomy |
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