2015/12/29 by Daniel Dziob, Dziob, Daniel, Łukasz Kwiatkowski +5
Engineering · Physics and Astronomy · Social Sciences · #Experimental Learning in Engineering #FOS: Physical sciences #Innovative Teaching Methods #Physics Education (physics.ed-ph) #Science Education and Pedagogy #physics.ed-ph
paper · pdf · doi:10.48550/arxiv.1512.08663
arxiv created 2015/12/29 · openalex publication_date 2015/12/29 · arxiv updated 2015/12/31 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/28
Testing knowledge is an integral part of summative assessment at schools. It can be performed in many different ways. In this study we propose assessment of physics knowledge by using a tournament approach. Prior to a statistical analysis of the results obtained over a tournament organized in one of Polish high schools, all its specifics are discussed at length, including the types of questions assigned, as well as additional self- and peer-evaluation questionnaires, constituting an integral part of the tournament. The impact of the tournament upon student improvement is examined by confronting the results of a post-test with pre-tournament students' achievements reflected in scores earned in former, written tests. We also present some of students' feedback on the idea of tournament as a tool of assessment. Both the analysis of the tournament results and the students' opinions point to at least several benefits of our approach.