Engaging learning and addressing over-assessment in the Science laboratory: solving a pervasive problem.

This small-scale, mixed-method research study aimed to improve the learning experiencefor students in laboratory practical sessions. A sub-group of undergraduate Sciencestudents performed the Biochemistry practical component using a range of innovativeintegrated approaches over one semester, which included a reduction in the number oflaboratory reports performed and the introduction of a suite of in-class formativeassessments. Group-work and self-assessment activities were combined with a distinctiveincremental grading system designed to encourage feedback uptake. The outcomes of theintervention were assessed using data collected by two mixed-method approaches in anethically approved manner: an online questionnaire and comparative focus groups.Quantitative analysis of grades obtained from laboratory reports over the semesterdemonstrated improvement in quality via uptake of feedback. Qualitative data obtainedfrom the questionnaire/focus groups was thematically analysed and triangulated. Resultsshowed the students engaged with, and implemented feedback, developed self-assessmentreflections on their work prior to submission and improved the quality of their laboratoryreports and theoretical understanding throughout this intervention. This study recommendsimplementing the feedback approach, incremental marking system and the self-assessmentforms in teaching curricula. Together, they encourage the development of lifelong skills,such as self-reflection and an always-improving attitude in students