Assessment in the “Cell Biology” course of the Bachelor's Program in Biology at the University of Havana: 2000–2025 period

Abstract

Assessment within the teaching-learning process (TLP) enables feedback and improvement of other didactic components, facilitating knowledge construction. However, traditional approaches—particularly those centered on grading—continue to dominate higher education. This study aims to analyze the evolution of the assessment system in the Cell Biology course of the Bachelor's Program in Biology at the University of Havana between 2000 and 2025, examining the functions it fulfilled within the TLP and considering its functions, means, techniques, and instruments. The analysis identifies strengths and weaknesses of the assessment strategies, serving as a reference for other educators operating in changing conditions. Four curricular and contextual phases were examined: the modified Plan C, Plan D, Plan E during the pandemic, and Plan E under normalized conditions. Throughout these phases, a dialectical struggle between traditional practices and a more problem-based and participatory teaching was observed. Seminars characterized by graded oral questions and hetero-evaluative techniques (modified Plan C and early Plan D) were gradually transformed, retaining oral questions but shifting the grading to written, and high cognitive demand questions at the beginning and end of the class(Plans D and E). The pandemic revealed technological shortcomings, disrupting the continuity of Plan E as it shifted to virtual environment. The return to in-person instruction, marked by changes in semester duration and the loss of practical laboratory components, further impacted the TLP. Currently, teacher overload and the need to incorporate more cooperative, student-centered teaching methods are significant challenges. There is an urgent need to implement virtual laboratories and integrate artificial intelligence tools to enrich the TLP and strengthen assessment practices