Which topic carries the most marks in the QCE Health external exam?

Evaluate and reflect on action to influence the diffusion of innovations related to respectful relationships in the post-schooling transition carries 49.2% of the marks across the 4 QCAA papers from 2020 to 2024, ahead of Plan for action to influence respectful relationships in the post- schooling transition on 29.6%.

How are marks split between question types in the QCE Health exam?

Extended response carries 76.2% of the marks and short answer carries 23.8% of the marks, measured across 4 papers and 189 marks from 2020 to 2024.

Has the topic balance changed in recent QCE Health papers?

Yes. Plan for action to influence respectful relationships in the post- schooling transition moved up 7.5 percentage points and Define and understand respectful relationships moved down 9.1 percentage points between the 2020 to 2021 and 2023 to 2024 papers.

How many past papers is this QCE Health analysis based on?

4 QCAA external papers from 2020 to 2024, covering 8 questions and 189 marks. 0.0% of those marks carry no dot-point mapping and sit outside the percentages.

QCE Health most tested topics

Across the four QCAA Health external papers from 2020 to 2024, Evaluate and reflect on action to influence the diffusion of innovations related to respectful relationships in the post-schooling transition carries 49.2% of the marks against 21.2% for Define and understand respectful relationships, so the paper rewards Evaluate and reflect on action to influence the diffusion of innovations related to respectful relationships in the post-schooling transition more than any other topic. At dot-point level 4.3.1.1 and 4.3.1.4 carry 16.4% of paper marks each, and 19 of the 27 dot points that the board assesses externally have not appeared in one of these papers. Every percentage below covers the 100.0% of marks that map to a syllabus dot point.

Computed from 4 QCAA Health external papers, 2020 to 2024: 8 questions, 8 question parts and 189 marks.

Unit, topic and dot-point shares below are of the 189 marks that map to a dot point, so each of those tables adds to 100%. 8 of the 8 parts are assessed against more than one dot point, and their 189 marks are divided evenly between the dot points they cover.

What these papers are

Year	Exam	Questions	Marks
2024	Exam	2	48
2023	Exam	2	48
2021	Exam	2	48
2020	Exam	2	45

Marks by unit

Unit	Share of marks
Unit 4: Respectful relationships in the post- schooling transition	100.0%

Marks by topic

Topic	Share of marks	Papers it appears in	Years
Evaluate and reflect on action to influence the diffusion of innovations related to respectful relationships in the post-schooling transition	49.2%	4 of 4	4 of 5
Plan for action to influence respectful relationships in the post- schooling transition	29.6%	4 of 4	4 of 5
Define and understand respectful relationships	21.2%	3 of 4	3 of 5

Marks by subtopic

Each topic above breaks into the subtopics below, in the same order.

Subtopic	Share of marks	Papers
How can action strategies be used to advocate, mediate and enable respectful relationships within the context of post-schooling education, work or family trajectories for their Year 12 cohort?	49.2%	4 of 4
How do relationships influence trajectories in the post-schooling transition?	29.6%	4 of 4
How do respectful relationships relate to health across the life course?	21.2%	3 of 4

Marks by dot point

Dot-point numbers and wording are QCAA's own. Where a dot point is written as a list, its items run together here separated by semicolons.

Dot point	Content	Topic	Share of marks	Papers
4.3.1.1	Synthesise information about innovations to evaluate and reflect their relevance for the needs of their Year 12 cohort in their post schooling education, work or family trajectories drawing on diffusion variables, RE-AIM and primary data	Evaluate and reflect on action to influence the diffusion of innovations related to respectful relationships in the post-schooling transition	16.4%	4 of 4
4.3.1.4	Synthesise information to recommend improvements that strengthen diffusion to enhance innovation uptake to influence respectful relationships in the post schooling transition for their Year 12 cohort	Evaluate and reflect on action to influence the diffusion of innovations related to respectful relationships in the post-schooling transition	16.4%	4 of 4
4.2.1.1	Analyse, interpret and organise health research and draw conclusions about the characteristics of the post-school transition relationships and their influence on education, work, family and health trajectories	Plan for action to influence respectful relationships in the post- schooling transition	14.8%	3 of 4
4.2.1.4	Complete a needs assessment by synthesising information about the influence of respectful relationships on trajectories in the post-school transition for their Year 12 cohort	Plan for action to influence respectful relationships in the post- schooling transition	14.8%	3 of 4
4.1.1.5	Recognise and describe interrelationship between personal, peer, family and community health from a salutogenic perspective how an individual is a resource for respectful relationships; how peers and family are a resource for respectful relationships; how communities are a resource for respectful relationships; how relationships between existing community and social resources strengthen, maintain or adapt the personal resources of Year 12 students to enable a successful post-schooling transition; how barriers and enablers increase or decrease access to resources that support the development of respectful relationships for a successful post-schooling transition	Define and understand respectful relationships	12.7%	3 of 4
4.3.1.5	Justify the recommendation using data from primary sources and secondary sources	Evaluate and reflect on action to influence the diffusion of innovations related to respectful relationships in the post-schooling transition	12.7%	3 of 4
4.1.1.6	Recognise and describe how health determinants influence behaviour physical determinants, e.g. human brain development and gender; and biological age versus chronological age; psychological determinants, e.g. personality, psychological disorders, image, self-esteem, resilience, peer pressure, and psychological age as a dimension of age; social determinants, e.g. socialisation, gender roles/stereotypes, role models, media, family and cultural based roles and norms; age (biological, psychological, social and spiritual) and age norms; economic determinants, e.g. policy, globalisation, labour market opportunities, rising housing availability and cost of living, marketing and consumerism	Define and understand respectful relationships	8.5%	2 of 4
4.3.1.2	Make decisions about the most appropriate innovation to influence respectful relationships in the post-schooling transition for their Year 12 cohort	Evaluate and reflect on action to influence the diffusion of innovations related to respectful relationships in the post-schooling transition	3.7%	1 of 4

These eight dot points are every dot point these 4 papers have assessed and carry 100.0% of the paper marks, and 19 of the 27 externally assessable dot points have not been assessed in any of them. Content that has not appeared is still examinable.

What has moved between papers

Comparing the 2020 to 2021 papers with the 2023 to 2024 papers, two topics have moved by more than 3.0 percentage points.

Topic	2020 to 2021 share	2023 to 2024 share	Movement
Plan for action to influence respectful relationships in the post- schooling transition	25.8%	33.3%	up 7.5 points
Define and understand respectful relationships	25.8%	16.7%	down 9.1 points

How the papers are built

Extended response carries 76.2% of the marks across these 4 papers.

Question type	Share of marks	Marks	Parts
Extended response	76.2%	144	6
Short answer	23.8%	45	2

Verb	Share of marks	Marks	Parts
justify	49.2%	93	4
evaluate	36.5%	69	3
analyse	25.4%	48	2
critique	25.4%	48	2
determine	25.4%	48	2
interpret	25.4%	48	2
reflect	25.4%	48	2
distinguish	12.7%	24	1

What these percentages do not tell you

Where to practise

Every topic above links to its own page of real QCAA questions with marking criteria and average scores attached: Evaluate and reflect on action to influence the diffusion of innovations related to respectful relationships in the post-schooling transition, Plan for action to influence respectful relationships in the post- schooling transition and Define and understand respectful relationships. For the full question bank start at QCE Health.

Syllabus and assessment material referenced in this guide is © State of Queensland (Queensland Curriculum and Assessment Authority), licensed under CC BY 4.0. See our QCAA licensing notice. AusGrader is an independent study tool and is not affiliated with, endorsed by, or operated by the QCAA.