Geoscience is often perceived as a less quantitative alternative for non-science majors required to complete a lab science. Recent research by the geoscience education community has focused on improving teaching strategies and student comprehension through active learning and effective assessments, both in laboratory and lecture settings. Labs in introductory courses are often taught by graduate teaching assistants with varying levels of experience and content knowledge. However, lab settings can be effective in incorporating active learning strategies and assessing gains in student knowledge and critical thinking due to typically smaller sizes and increased flexibility in instruction. Active learning strategies are designed to incorporate greater student participation in the learning process. Baylor Geosciences utilizes these strategies in its introductory oceanography course, including local field trips, manipulation of physical models, and interpretation of real-time data from a classroom reef tank. Previous assessments have included timed multiple choice pre-lab quizzes, weekly labs, discussion boards, and a written lab midterm and comprehensive final. Student performance on quizzes and weekly labs has historically been high while exam performance varied significantly. In fall 2025, these assessment strategies were altered to more closely reflect exam formats and investigate if student performance would benefit from practice testing on pre-lab quizzes and timed post-lab quizzes that emphasized critical concepts with a variety of formats. Research continues in spring 2026 for continued effectiveness and any implications for teaching assistants with increased experience. Results from two semesters investigating correlation between scores on various lab components, effects of class standing, and teaching assistants will be shared.