Classroom assessment techniques (CATs) are teaching strategies that provide formative assessments of student learning. It has been argued that the use of CATs enhances and improves student learning. Although the various types of CATs have been extensively documented and qualitatively studied, there appears to be little quantitative research assessing the effectiveness of these techniques in improving student learning. The purpose of this study was to empirically test the assertion that the Muddiest Point, a specific type of CAT, improves student learning. Study results indicated no significant difference, on average, between the control and experimental groups.