Evaluation of lab performance: An assessment of progress or a record of failures?

With the increasing recognition of the importance of good academic practices, various disciplines are striving to enhance their assessment strategies to foster inclusivity. The conventional evaluation of laboratory performance requires immediate adjustments to tackle issues such as subjective grading, inconsistent marking, and a lack of student engagement. In line with our research project on re-designing assessment in chemistry education, we have undertaken the task of revamping the assessment strategy for several chemistry modules aimed at intermediate years of undergraduate study at the University of Liverpool. Specifically, we have focused on implementing alternative more inclusive forms of continuous assessment of lab practice. This paper presents the results of implementing these assessment changes and incorporates initial student evaluations to provide valuable insights into their effectiveness. This article was published open access under a CC BY licence: https://creativecommons.org/licences/by/4.0 .