Abstract
To determine the impact of educational assessment strategies on learner success in mixed-audience, live planetarium constellation presentations, five planetarium show presenters used Backward Design to varying degrees and varied the quantity of formative assessment across ten presentations. Initial and final surveys were given to public audience members ages 6 to adult during ten presentations in October through December 2009. Follow-up surveys and phone interviews regarding affective learning outcomes occurred from December 2009 to March 2010. Presenter surveys and audio recordings of audience-presenter interactions during presentations were analyzed. Presenter and participant perceptions of interactivity correspond closely to one another and to the raw counts of interactions. Although data do not support the hypothesis that stronger presenter focus on Backward Design will increase success, data weakly support the hypothesis that increase in interactivity in presentations increases student success. Other variables that influence student success include participant reasons for attending and demographic characteristics.
