An assessment tool was designed and implemented to increase consistent application among and between multiple raters assessing students in driver education. The targeted population was students in grades 9 through 12 enrolled in drive education at a high school in an affluent suburb near a large city. The problem of a lack of a consistent assessment tool within the department was documented by anecdotal records of department meetings, surveys of teachers, and individual interviews with teachers. Analysis of the probable causes of the problem indicated the current lack of assessment instruments, and a lack of training or familiarity with the method as a major source of the inconsistency. The inconsistency affected interrater reliability and the consistency for the individual raters themselves. Review of the research indicated that raters easily introduce error into scores because of unfamiliarity or inadequate training related to the rating scale. A review of the solution strategies adopted by other researchers resulted in the development of a teacher-generated progress report for driver's education laboratory students to be updated three or more times per semester, a scoring rubric for lab students, and departmental workshops on proper implementation and consistent usage. Two driver's education classes of seven and eight students each were divided into four lab groups of two students, with one group consisting of only one student. Assessment sessions occurred every fourth day of the month-long summer session, with two raters independently observing and assessing the same lab session using the assessment instrument. The instrument showed high levels of consistent scoring between raters, and teachers and students appeared to benefit. (Contains 26 references.) (Author/SLD)