Abstract:

Background:
Assessment practices in undergraduate laboratory education often focus on knowledge recall rather than on observable performance. In foundational subjects such as Cell Biology and Human Genetics, aligning assessment with clearly defined competencies is essential for fostering procedural skills, analytical reasoning, and professional conduct. This study introduces a competence-based assessment framework tailored to laboratory practice and evaluates its reception by students.

Aims:
This work aims to:
(1) define a set of discipline-specific competencies for Cell Biology and Human Genetics laboratory activities,
(2) implement analytic rubrics to assess these competencies, and
(3) examine undergraduate students’ satisfaction with the competence-based assessment model in terms of clarity of criteria, perceived fairness, and alignment with learning outcomes.

Methodology:
A competence-based assessment framework was implemented in first-year Dentistry laboratory sessions. Competencies were structured into three assessable domains: procedural skills (accurate execution of laboratory techniques and adherence to protocols), analytical reasoning (interpretation of experimental results and justification of procedures), and professional behavior (biosecurity, organization, and engagement in laboratory work). These domains were evaluated through analytic rubrics integrated into routine laboratory assessment. Following implementation, students completed a structured satisfaction questionnaire combining Likert-scale items and open-ended questions. Quantitative data were analyzed descriptively, and qualitative responses were examined through thematic analysis.

Results:
Students reported positive perceptions of the competence-based assessment model. Transparent evaluation criteria facilitated understanding of expected competencies and supported self-monitoring of learning progress. The rubric-based approach was perceived as fair and coherent with laboratory activities, reinforcing the connection between practical tasks and defined learning objectives. Qualitative feedback highlighted the educational value of explicit performance standards, while also indicating the need to strengthen individualized formative feedback and ensure consistent rubric application among instructors.

Conclusion:
Competence-based assessment using structured rubrics improves perceived transparency, fairness, and alignment between learning objectives and assessment in Cell Biology and Human Genetics laboratory education. These findings support the use of rubric-based competence assessment as a pedagogical strategy to enhance student engagement and satisfaction in early-stage health sciences training.

Keywords:

Competence-based assessment, Cell Biology, Human Genetics, experimental learning, evaluation rubrics, student satisfaction, higher education.