The movement from summative assessments, although still needed and used, has transitioned to a combination of summative and formative assessments. The focus in universities is no longer the successful completion of course material but the degree to which learning has occurred. Global needs, business input and demands, and generational cohorts have helped make student retention of information and practice significant. Based on empirical studies and demands, classroom assessment techniques (CATs) were developed. Thus, teaching techniques have transitioned from a memorization and regurgitation method to one of understanding concepts and theories and application. The need resulted in classroom assessment techniques, which focus on a formative assessment method. The concepts and techniques are used for all disciplines providing for a collaboration of efforts to ensure learning occurs. This paper will review the probability that CATs enhances learning and subsequently meet the business needs of critical thinking and associated skills.