ABSTRACT
For the past several years, the author have been working to transform upper-level French course on culture and civilization following the guidelines of inquiry-guided learning. In addition to the traditional means of course assessment, such as term papers, tests, and exams, the author employ a variety of classroom assessment measures throughout the course of the semester to provide feedback to both myself and the students on an ongoing basis. The work of Bean and Walvoord and Anderson have provided a wealth of ideas to assist with student assessment in an Inquiry-guided learning (IGL) classroom. Assisting young adults in the process of learning to reflect and think critically is a most exciting endeavor, and grateful for the opportunity to be part of the effort. As such, making use of the principles of IGL assists in empowering students to navigate in their world and play a large role in cultivating the life of the mind.
