Publications

Project Overview

Singer-Freeman, K. E. (2023). The value of promising failures and partial successes: Visible and actionable assessments can support a more equitable learning environment. Planning for Higher Education, 52(1)  

Singer-Freeman, K. E. (2024). The Grand Challenges in Assessment Project supports progress in integrated planning. Society for College and University Planning Blog, https://www.scup.org/resource/the-grand-challenges-in-assessment-project-supports-progress-in-integrated-planning/   

Singer-Freeman (2021). Grand Challenges in Assessment: Note from the Guest Editor. Intersection: A Journal at the Intersection of Assessment and Learning, 2(3).

Singer-Freeman, K.E. & Robinson, C. (2021). Using assessment to increase equity, innovation, and pedagogical improvements in higher education. Assessment Update, 33: 1-16. https://doi.org/10.1002/au.30275

Singer-Freeman, K. E., & Robinson, C. (2020). Grand challenges in assessment: Collective issues in need of solutions. NILOA Occasional Paper 47. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment. 1-18. https://www.learningoutcomesassessment.org/wp-content/uploads/2020/11/GrandChallenges.pdf

Singer-Freeman, K. E., & Robinson, C. (2020). Grand challenges for assessment in higher education. Journal of Research and Practice in Assessment. 1-20. https://www.rpajournal.com/dev/wp-content/uploads/2020/11/Grand-Challenges-for-Assessment-in-Higher-Education.pdf

Listen to a podcast about the project here

Increase Equity

Heiser, C.A. & Milligan, S. (2021).  A roadmap for using assessment findings to increase equity. Assessment Update, 33: 8-12. https://doi.org/10.1002/au.30279

Milligan, S. Rhodes, T. Opoczynski, R., Nastal, J., Heiser, C., & Caravan, M. (2021). Equity in assessment: The grand challenge and exploration of the current landscape. Intersection: A Journal at the Intersection of Assessment and Learning, 2(3).

Moreno, K. & Song,  X. (2021). Intentional stakeholder engagement that fosters innovation and equity. Intersection: A Journal at the Intersection of Assessment and Learning, 2(3).

Phillips, G.A., Wu, S., Bloom, J.D., Jones, J.M., Janetski, B.K., Fu, J., Billman, J., Ramirez, F.A., & Opocyynski, R. (2023). Assessment professionals as change agents: Enhancing equity in our own backyard. Emerging Dialogues in Assessment. https://www.aalhe.org/emerging-dialogues---assessment-professionals-as-change-agents--enhancing-equity-in-our-own-backyard

Singer-Freeman, K. E. & Bastone, L., & Montenegro, E. (2022). Models and approaches to equity in assessment. G. Henning, G. Baker, N. Jankowski, A. Lundquist, and E. Montenegro (Eds.) Reframing Assessment to Center Equity: Theories, Models, and Practice. Stylus Publishing  

Drive Innovation

Bebee, C., Farrell, J., Gilson, K., & Meilander, T. (2024). Making a grand contribution: Grand Challenges in Assessment encourages integrated planning to ensure student success in a VUCA world.  Assessment Update, 36(4), 8-14 https://doi.org/10.1002/au.30404 

Ben-Avie, M., Daugherty, K., Di Genova, L., Hoshaw, J. P., Isaacson, E., Santilli, N., Schramm-Possinger, M., Wilkenson, R. (2022). The Future of Planning is…Aligned, Integrated, and Collaborative Institutional Effectiveness. Planning for Higher Education.

Bureau, D. & Singer-Freeman, K. E. (2023). Making a grand contribution—Simple ways to increase innovation on your campus. Assessment Update, 35(2).  11-13.  https://doi.org/10.1002/au.30342    

Croxton, R., Coverdale, B., & Svirsky, A. (2024). Making a grand contribution: From insights to impact with data visualization. Assessment Update, 36(2), 10–11. https://doi.org/10.1002/au.30390

Dear, C., Di Genova, L., Isaacson, E.M., Moreno, K., Santilli, N.R., Schnelle, T., Williams, M. & Wilkinson, R. (2021). Actionable and visible assessment that drives innovation and improvement.  Assessment Update, 33: 6-14. https://doi.org/10.1002/au.30278

Dear, C., Williams, M., Bowlus, A., Bryan, A., Collins, E., Lin, G., Moreno, K., Schnelle, T.,  Song, X., Stanny, C., & Tucker, C. (2021) Grand Challenges Initiative: Producing actionable and accessible results that drive Innovation and improvement. Intersection: A Journal at the Intersection of Assessment and Learning, 2(3).

Haines, C. (2021). Making assessment actionable through assessor training: A tool for building trust through moderation and calibration. Intersection: A Journal at the Intersection of Assessment and Learning, 2(3).

Hoshaw, J.P., Ben-Avie, M., Daughtery, K.K., Santilli, N.R., Schramm-Possinger, M.I., Di Genova, L., Wilkinson, R., Grabau, A., & Isaacson, E.M.(2021). Integrated planning: The “difference that makes a difference” in institutional effectiveness over time. Intersection: A Journal at the Intersection of Assessment and Learning, 2(3).

Singer-Freeman, K. E. (2023). The value of promising failures and partial successes: Visible and actionable assessments can support a more equitable learning environment. Planning for Higher Education, 52(1)  

Singer-Freeman, K. E. (2024). The Grand Challenges in Assessment Project supports progress in integrated planning. Society for College and University Planning Blog, https://www.scup.org/resource/the-grand-challenges-in-assessment-project-supports-progress-in-integrated-planning/   

Tucker, C. & Stanny, C. (2021). Promising failure: Driving innovation by exposing imperfection. Intersection: A Journal at the Intersection of Assessment and Learning, 2(3).

Rapid Pedagogical Improvements

Abras, C., Nailos, J., Lauka, B., Hoshaw, J., and Taylor, J. (2022). Defining co-curricular assessment and charting a path forward. Intersection: A Journal at the Intersection of Assessment and Learning, October.

Carbonaro, S., Wolf, A., & Wolf, R. (2022). Empowering Metacognitive Learning in a Competency-Based Curriculum Through Comprehensive Learner Record. Intersection: A Journal at the Intersection of Assessment and Learning, 3(2).

Carney, E. A., Zhang, X., Charsha, A., Taylor, J. N., & Hoshaw, J. P. (2022). Formative assessment helps students learn over time: Why aren’t we paying more attention to it? Intersection; A Journal at the Intersection of Assessment and Learning. 

Daugherty, K., Morse, R., Schmauder, R., Hoshaw, J., & Taylor, J., (2022). Adjusting the Future of Adaptive Learning Technologies via a SWOT Analysis. Intersection: A Journal at the Intersection of Assessment and Learning, 3(2).

Fu, J., Hutson, B., Thierer, K., Zhang, X., & Taylor, J. (2025). Experiential Learning Assessment: A Dive Into the Literature. Intersection: A Journal at the Intersection of Assessment and Learning. https:/​/​doi.org/​10.61669/​001c.131785 

Garcia, M., Hoshaw, J., & Taylor, J. (2021).  A roadmap for using assessment findings to direct pedagogical improvements. Assessment Update, 33(6)  https://doi.org/10.1002/au.30277  

Gibbons, R. E., Hokien, D., Hutson, B. L., Janio, J., & Maness, H. T. D. (2023). Making a Grand Contribution: Fostering Learner Self‐Efficacy is the Key to Rapid Learning Performance Gains. Assessment Update, 35(4), 12–13. https://doi.org/10.1002/au.30357

Hardesty, K., Crew, A.R., & Schell, B.L. (2022). A Case Study in Meaningful Assessment of an Interdisciplinary Cultural Competency Graduation Requirement. Intersection: A Journal at the Intersection of Assessment and Learning, 3(2).

Hodgson, S., Buchanan, L., Hogan, K., Sathy, V., & Hutson B. (2022). Understanding the Experiences of First-Generation College Students in CUREs through Written Reflections. Intersection: A Journal at the Intersection of Assessment and Learning, 3(2).

Kelling, N., & Kelling, A., (2022). A Case Study Integrating Edutainment to Enhance Student Engagement and Satisfaction in an Online Graduate Psychology Course. Intersection: A Journal at the Intersection of Assessment and Learning, 3(2).

Nix, J.V., Song, L.M., & Zhang, M. (2022). Co-Regulated Online Learning: Formative Assessment-as-Learning. Intersection: A Journal at the Intersection of Assessment and Learning, 3(2). 

Singer‐Freeman, K. (2024). Making a grand contribution: Creating high‐quality multiple‐choice questions to measure current learning rather than prior learning. Assessment Update, 36(3), 9–12. https://doi.org/10.1002/au.30397  

Singer-Freeman, K. E., Janio, J., & Taylor, J., (2023). Making a grand contribution: Using ChatGPT to improve assessment in higher education. Assessment Update, 35(5).  https://doi.org/10.1002/au.30365  

Singer-Freeman, K. E., Taylor, J., Hoshaw, J., & Robinson, C. (2022). Making a grand contribution – Simple ways to improve assessment of learning over time. Assessment Update. 34(5) https://onlinelibrary.wiley.com/doi/epdf/10.1002/au.30318