Intercultural communicative competence (ICC) is the ability to understand cultural diversity and effectively navigate cultural differences in order to overcome barriers of communication. On the other hand, alternative assessment measures lie in providing a comprehensive and accurate picture of learners’ language acquisition. “Alternative assessment refers to procedures and techniques which can be used within the context of instruction and can be easily incorporated into the daily activities of the school or classroom" (Hamayan, 1995, p. 213). Through alternative assessment, students are assessed on how they integrate knowledge and reproduce it and not on a narrow spectrum in which they recall and memorize information. (Huerta-Macias, 1995). This presentation will answer the question: How can instructors apply alternative assessment measures, which go beyond tests and quizzes, to enhance intercultural communicative competence with different level students of Arabic as a foreign language? The researcher will also demonstrate how the measures used allowed for a holistic view of students’ knowledge, skills and attitudes. Merging alternative assessment measures with ICC takes into consideration designing assignments backed on an active learning approach, where learners are given real-life problem-solving activities, such as simulations, artifacts, reflections, debates, projects, among other activities that will be demonstrated in the presentation. All this provides learners with opportunities to transfer what they learn in communicating in real world situations.