This paper examines the effectiveness of adding formative assessment in the form of digital entrance and exit tickets to an introductory cybersecurity engineering course at a large Midwestern university. The set of entrance and exit tickets that offered low-stakes, weekly feedback for students to evaluate their understanding of the material was added to the Fall 2022 laboratory experiential learning activities. Entrance tickets focused students' attention on the task they were about to undertake, while exit tickets allowed the students to reflect on the outcomes of the lab. The laboratory report and examination scores from Fall 2022 were compared to Fall 2021. A statistically significant positive difference between the two semesters was found in overall lab scores and the second examination. Additionally, formative feedback showed the greatest benefit for sophomores and juniors.