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

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

Acknowledgements

The authors wish to thank the Victorian Curriculum and Assessment Authority (VCAA) for providing the data files of the examination results. We also acknowledge the financial contribution from the University School of Graduate Research in providing the travel grant to support this research.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Dr Rachael Whittle is actively involved in curriculum and assessment development for health and physical education in primary and secondary education in Victoria, Australia. Her research interests include curriculum, assessment, and pedagogy, with a particular interest in senior-secondary physical education.

Dr Amanda Benson is course coordinator director for Exercise and Sport Science. Her research centres on using physical activity, resistance training, and technology-based interventions within school settings, health (workplace), and clinical populations (cardiac, metabolic health, type 2 diabetes) for prevention and treatment of disease.

Dr Shahid Ullah is a senior biostatistician at South Australian Health and Medical Research Institute (SAHMRI). In addition to supporting statistical methodology and modelling, he is also actively involved with writing statistical analysis sections for peer review articles and methodological papers for statistics, medicine, and health-related journals.

Dr Amanda Telford is interested in examining the influence of family, community, and school environments on youth physical activity behaviour. Her latest work examines the use of technology to promote physical activity in secondary schools. Amanda was a chief investigator on the ARC linkage grant “Triple G”, which aimed to promote physical activity and wellbeing of rural- and regional-living girls.

ORCID

Rachael J. Whittle http://orcid.org/0000-0002-9222-3900

Amanda C. Benson http://orcid.org/0000-0003-2959-8969