TY - JOUR
T1 - Investigating the influence of question type and cognitive process on academic performance in VCE Physical Education
T2 - a secondary data analysis
AU - Whittle, Rachael J.
AU - Benson, Amanda C.
AU - Ullah, Shahid
AU - Telford, Amanda
N1 - Publisher Copyright:
© 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2018
Y1 - 2018
N2 - 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.
AB - 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.
KW - Bloom’s taxonomy
KW - Senior-secondary physical education
KW - examinations
KW - high-stakes assessment
KW - higher order thinking
UR - http://www.scopus.com/inward/record.url?scp=85066114428&partnerID=8YFLogxK
U2 - 10.1080/13803611.2019.1612256
DO - 10.1080/13803611.2019.1612256
M3 - Article
AN - SCOPUS:85066114428
SN - 1380-3611
VL - 24
SP - 504
EP - 522
JO - Educational Research and Evaluation
JF - Educational Research and Evaluation
IS - 8
ER -