Diversifying laboratory assessment modes broadens engagement with practical competencies in life science students

Drumm, Bernard T.; Bree, Ronan; Griffin, Caoimhin S.; O’Leary, Niall

doi:10.1152/advan.00257.2023

Cited by 9Student Assessment and FeedbackScience Education and PedagogyInnovative Teaching Methods

Diversifying laboratory assessment modes broadens engagement with practical competencies in life science students

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Drumm, Bernard T., Bree, Ronan, Griffin, Caoimhin S., O’Leary, Niall·2024·Advances in Physiology Education

DOI 10.1152/advan.00257.2023

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Abstract

This study suggests that undergraduate life science students can benefit significantly from a holistic assessment strategy that complements reports with performance-based approaches that incorporate broader competencies and allow for greater student engagement and expression in undergraduate modules.

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Traditional written laboratory assessments often fail to accurately measure individual laboratory competencies.
“Traditional written laboratory assessments often fail to accurately measure individual laboratory competencies, prompting the introduction of short interactive oral assessments (mini-IOA) in a second-year Genetics course at the [University].”
From Replacing Traditional Written Laboratory Reports with Interactive Oral Assessments: Enhancing Laboratory Skill Assessment in Undergraduate Genetics Education (2026) · cites this paper as Drumm et al., 2024
Overreliance on written report-based assessment in bioscience education presents several challenges.
“However, the overreliance on this type of assessment in bioscience education presents several challenges (Drumm et al., 2024).”
From Replacing Traditional Written Laboratory Reports with Interactive Oral Assessments: Enhancing Laboratory Skill Assessment in Undergraduate Genetics Education (2026) · cites this paper as Drumm et al., 2024
Traditional written laboratory reports can be tedious and time-consuming for a relatively low mark percentage.
“Traditional written laboratory reports can be tedious and timeconsuming for a relatively low mark percentage (Drumm et al., 2024;Hunt et al., 2012).”
From Replacing Traditional Written Laboratory Reports with Interactive Oral Assessments: Enhancing Laboratory Skill Assessment in Undergraduate Genetics Education (2026) · cites this paper as Drumm et al., 2024

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Authors: Drumm, B. T., Bree, R., Griffin, C. S., & O’Leary, N.
Affiliations: Dundalk Institute of Technology (IE)
Department of Life and Health Science, Dundalk Institute of Technology, Dundalk, Louth, Ireland
University College Cork (IE)
Corresponding author: Drumm, Bernard T.
ORCID: Drumm, Bernard T.
Bree, Ronan
Venue: Advances in Physiology Education
Publisher: American Physiological Society
Published: 2024-09-01
Volume: 48
Issue: 3
Pages: 527-546
ISSN: 1043-4046 (ISSN-L)
1522-1229
DOI: 10.1152/advan.00257.2023
OpenAlex: W4396774121
Cited by: 8
References: 57
Citations by year: 2026: 4 · 2025: 4
FWCI: 11.38
Type: journal article
Language: en
Open access: diamond
doi.org
Locations: AJP Advances in Physiology Education (publishedVersion)
PubMed (publishedVersion)
Topics: Social Sciences › Education › Student Assessment and Feedback
Social Sciences › Education › Science Education and Pedagogy
Social Sciences › Education › Innovative Teaching Methods
Keywords: laboratory evaluation, performance-based assessment, practical competencies, student engagement, life sciences education, undergraduate laboratory teaching, assessment methods, holistic assessment
MeSH terms: Biological Science Disciplines, Educational Measurement, Female, Humans, Laboratories, Male, Students

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Diversifying laboratory assessment modes broadens engagement with practical competencies in life science students

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