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Volume 51(3) - 2010 - DOI: 10. 5032/jae.2010.03012



Instruction in laboratory settings is a component of the total agricultural education program. This teaching environment provides several opportunities for student learning, yet it also brings along several challenges for the instructor. One paramount challenge is authentic student assessment in this distinctive situation. This quasi–experimental, counter–balanced design study investigated the effect of two formative assessment techniques on student content knowledge achievement. The effect of traditional written laboratory reports was compared to the use of the Vee map in 18 agriscience education classes found within nine different secondary schools. Utilizing student pretest score as a covariate, there was a statistically significant difference between groups on the posttest. Regardless of replication in the study, student mean posttest scores were always higher in classes utilizing the Vee map.

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