Class tournament as an assessment method in physics courses : a pilot study

Testing knowledge is an integral part of a summative assessment at schools. It can be performed in many different ways. In this study we propose assessment of physics knowledge by using a class 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, tests written by the students in experimental group and their colleagues from control group. We also present some of students’ and teachers’ feedback on the idea of a tournament as a tool of assessment. Both the analysis of the tournament results and the students’ and teachers’ opinions point to at least several benefits of our approach

Inquiry approaches in physics education

Despite EU recommendations over a decade ago that inquiry-based learning is an effective strategy for learning science, this method is still uncommon in European schools. Teachers express doubts about the feasibility and effectiveness of inquiry-based learning and a lack of understanding of how to use inquiry approaches in their classrooms. This chapter presents an overview of inquiry-based learning and discusses how an inquiry approach can be utilised to develop both student and teacher learning in physics. An inquiry approach that involves teachers conducting their own practitioner inquiry in the context of inquiry-based learning in physics is recommended