Hostname: page-component-cb9f654ff-hqlzj Total loading time: 0 Render date: 2025-08-24T18:45:02.000Z Has data issue: false hasContentIssue false
  • English
  • Français

Assessment Techniques in an Online Astronomy Course

Published online by Cambridge University Press:  05 March 2013

Margaret Mazzolini
Margaret Mazzolini*
Affiliation:
Centre for Astrophysics & Supercomputing, BSEE, Mail Box 31, Swinburne University of Technology, PO Box 214, Hawthorn, Vic. 3122, Australia; mmazzolini@swin.edu.au
Rights & Permissions [Opens in a new window]

Abstract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.

Teaching an astronomy course online involves many challenges. One major challenge is the design of appropriate, practical and challenging forms of assessment which focus both on the astronomy content of the course and on the particular astronomy interests of the enrollees. This paper will discuss the assessment approaches we have chosen for our introductory-level subjects, the outcomes obtained and the reactions of the course participants. In particular, some of the wide variety of project work undertaken by the participants will be described.

Keywords

astronomy education

Information

Type
Research Article
Information
Publications of the Astronomical Society of Australia , Volume 17 , Issue 2 , 2000 , pp. 141 - 144
Copyright
Copyright © Astronomical Society of Australia 2000

References

Hufnagel, B., Slater, T., Deming, G., & Adams, J. 1999, ASA Conf. On Astronomy Education for the New Millenium, University of Western Nepean, Sydney, July 1999Google Scholar
Mazzolini, M. 1997, Targeting misconceptions in an introductory astronomy course. Unpublished paper presented at the Astronomical Society of Australia AGM, University of New South Wales, July 1997Google Scholar
Sadler, P. M. 1992, The initial knowledge state of high school astronomy students. Thesis, Harvard University Google Scholar