This article seeks to provide researchers in laboratory education, particularly those involved in the curriculum design and implementation of teaching laboratories at university level, with a conceptual framework and a working model for an integrated assessment of learning domains, by attending to a more holistic approach to learning in the laboratory. Prevailing learning theories suggest that the triad of cognitive, psychomotor, and affective domains should be addressed in order to warrant meaningful learning. In the research tradition of psychology and philosophy of mind, this triad also manifests as a concert of cognitive, conative, and affective domains. I argue that at least in the context of chemistry laboratory education, this is insufficient. The social and epistemic domains are often overlooked or dismissed altogether. Research in laboratory education may provide insight into the urgency and usefulness of integrating these domains into chemistry teaching and learning.