Alternative Assessment to Lab Reports: A Phenomenology Study of Undergraduate Biochemistry Students’ Perceptions of Interview Assessment

• Published in: Journal of chemical education Vol. 98; no. 5; pp. 1518 - 1528
• Main Authors: Burrows, Nikita L, Ouellet, Jonathan, Joji, Jaimy, Man, Jillian
• Format: Journal Article
• Language: English
• Published: Easton American Chemical Society and Division of Chemical Education, Inc 11.05.2021; American Chemical Society
• Subjects: Chemical Education Research; Chemistry; College students; Interviews; Perceptions; Phenomenology; Qualitative research; Student attitudes; Students; Teaching methods; Undergraduate study; Upper-Division Undergraduate; Biochemistry; Testing/Assessment; Chemical Education Research
• ISSN: 0021-9584; 1938-1328
• DOI: 10.1021/acs.jchemed.1c00150

Research has begun to explore the undergraduate laboratory in many facets, such as students’ feelings, goals, and instructional approaches to the laboratory. However, research has not explored the experiences of students with summative assessment in the laboratory. This qualitative study investigates the experiences of upper-level undergraduate students’ exposure to lab interviews as an oral summative assessment. A phenomenological approach guided the analysis and interpretation of data gathered from 16 semistructured student interviews. The exploration of the data resulted in the development of an outcome space with three fundamental features and students’ core perceptions about lab interviews. This outcome space explores students’ feelings, performances, and perceived conceptual understandings before, during, and after the interview process. Implications and suggestions for the design and improvement of assessment practices are discussed.