Replacing Traditional Written Laboratory Reports with Interactive Oral Assessments: Enhancing Laboratory Skill Assessment in Undergraduate Genetics Education

Abstract 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]. This comparative longitudinal mixed-methods study (2009–2023) evaluated the replacement of written laboratory reports with mini-IOA, comparing student performance, perceptions, and equity outcomes before ( n = 218) and after ( n = 504) implementation. Data analysis revealed significantly enhanced academic performance following mini-IOA introduction, with laboratory scores improving from 67.8% to 76.2% ( p < 0.0001) and theoretical assessment performance increasing from 55.4% to 60.5% ( p < 0.01). Student satisfaction significantly improved across multiple measires, with the majority of students expressing strong preference for mini-IOA over traditional written reports despite initial anxiety that decreased over time. The interactive format provided immediate feedback opportunity, fostering deeper understanding of theoretical and practical course content. Statistical analysis demonstrated that mini-IOA were equitable across different student cohorts, with no significant performance differences based on gender, international status, degree program or age. Implementation analysis revealed practical advantages including enhanced academic integrity, immediate marking efficiency, and authentic assessment of individual understanding. This study provides evidence that mini-IOA represent an effective, equitable alternative to written laboratory assessment, with findings consistent with substantial benefits for both students and educators in contemporary science education.