Studying the impact of the class tournament as an assessment method on student achievements in physics courses

TL;DR

This study explores using a tournament format as an innovative assessment method in physics education, analyzing its impact on student achievement and engagement through statistical comparison and student feedback.

Contribution

It introduces a tournament-based assessment approach for physics, including detailed methodology and evaluation of its effects on student performance and perceptions.

Findings

Tournament improved student achievement scores.

Students provided positive feedback on the assessment method.

The approach showed benefits in engagement and understanding.

Abstract

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.