How to Improve a Lesson Design in STAR STEMS “A Chemical Free Life” Evaluated by Matthayomsuksa 6 Students at Panyaworakun School

Abstract

          The purposes of this research were to evaluate how to improve a lesson in STAR STEMS “A Chemical Free Life” by the Panyaworakun School students according to assessment for learning with 5 variations.

          The subjects of this study were 56 high-school students of Matthayomsuksa 6/1, 6/4, and 6/7 at Panyaworakun School in the academic year 2017, semester 1. The research instrument was a questionnaire regarding STAR STEM Evaluation Form Learning Plan 1 “A Chemical Free Life.” The data of the questionnaire were analyzed by means of frequency and percentage, with being above 60% of a number of students for the passing criterion. The data were analyzed again with assessment for learning with 5 variations to develop a further lesson design for a variety of the students’ learning.

          The research results revealed that the learning plan is essentialism and the lesson is much more likely to be cognition-based and matches with visual and passive learners. This learning plan is not the plan for student-centered learning. Therefore, Situation-Based Learning: SBL doesn’t appear in this lesson. Additionally, to improve the lesson, Who Assesses, Where to Assess, and When to Assess should have a variety of assessment methods. In Who Assesses, not only is student self-assessment utilized, but teacher assessment and peer assessment should be also employed. Where to Assess can have a variety of places for assessing, for example, schools, homes, learning centers, and relevant places. In terms of When to Assess, a pre-test should be supplemented as a sort of pre-learning.