The purpose of higher education is to prepare students to be productive and successful members of society (Huba & Freed, 2000). However, an alarming number of graduates do not possess the skills (i.e., reading writing, and mathematical) required by their employers (Spellings Commission,
2006). Consequently, educators have become increasingly concerned with enhancing student learning in the college classroom. As such, the purpose of this study was to assess students' learning in a junior-level Intercultural Communication course using three classroom assessment techniques (CATs):
The Minute Paper, Misconceptions/Perception Check, and The Muddiest Point. Collectively, these CATs provided direct evidence of student learning and enabled the instructor to identify what the students found the most important, least clear, and their misconceptions. The data were further used
to identify potential strategies of improving student learning this course. Thus, the use of CATs enable instructors to identify areas of improvement to ensure that student learning occurs and that the students are prepared for their future academic and/or professional lives.
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