The growing popularity and push for engagement in education abroad programs in the U.S. and globally, coupled with the need to demonstrate tangible benefits, has increased focus on how best to assess impact beyond academic outcomes. The purpose of the present study was to develop and validate a brief education abroad assessment that focuses on key constructs, is easy to administer, and is publicly available. The researchers first identified a small set of constructs that were specific, measurable, and likely to change as a result of short- or long-term education abroad programs. Given that intercultural competence has gained considerable traction as an area of inquiry in the field, they wanted to assess related constructs, but consider other options as well. Towards this end, researchers conducted informal focus groups with the University of Delaware's Study Abroad office and other international educators on campus. They also reviewed literature from related disciplines. Although the focus was on the evaluation of education abroad, they aimed to develop a scale that could be used broadly to assess the impact of a range of campus internationalization efforts. Ultimately, the study focused on four specific constructs: cultural engagement; knowledge of the host site; ambiguity tolerance; and diversity openness.