Development of Siyanuson School 11 Grade Students’ Achievements in Biology Using Assessment for Learning Techniques that Integrated with Inquiry-Based Instruction

Abstract

This research aimed to develop students’ achievement in biology subject of 11 grades, Siyanuson School, Chanthaburi province. The classroom action research was provided with 4
steps. 1) Planning Stage, researcher designed the lesson plan that was analyzed learning’s contents and standards through Inquiry-based instruction that combined with 5 steps, including Engagement, Exploration, Explanation, Elaboration and Evaluation that integrated with assessment for learning techniques that compounded with 5 phases, including with formulating learning intentions, creating success criteria, giving feedback, effective Questioning and students’ learning reflection. 2) Acting stage, researcher used the lesson plan to teach students who were in the first semester of 11 grade that combined with 6 students with high achievements, 29 students with fair achievements, and 7 students with low achievements; 3) Observing stage, researchers gathered data by using several collecting data methods, including Science Knowledge test, Observation form of science process skills, and Scientific Mind test; 4) Reflecting stage, researchers analyzed students’ learning achievements from each learning unit to find out the guidelines of students’ learning development, as well as, to develop research learning process in further learning unit. The research results revealed that the usage of the engagement phase that integrated with formulating learning intention, effective questioning and creating success criteria techniques, the exploration phase that integrated with giving feedback, the explanation and elaboration phases that integrated with effective questioning, and the Evaluation phase that integrated with self-learning reflection technique increased the number of students with high achievement in scientific knowledge and science process skills, including scientific mind. In the same way, students with low achievement were reduced in every assessing domain as well. Due to, the part of students with low achievements was promoted to upper group, as well as the part of students with fair achievement was promoted to upper group.