Let’s be disruptive and cultivate real change.
Bring the Innovation
Education
My education has always been driven by curiosity and a commitment to lifelong learning—both in and beyond the classroom. Before entering the education and assessment field, I built a broad foundation across industries as diverse as music, natural foods, healthcare, journalism, and education. Each new role and sector taught me to adapt, collaborate, and apply creative problem‑solving in new contexts, shaping a cross‑disciplinary perspective that informs all of my current work.
Alongside that experience, I’ve pursued a rich formal education that bridges creativity, human development, and communication. I hold three Bachelor of Arts degrees from the University of Iowa—in Art, Psychology, and Journalism and Mass Communication—reflecting my belief in the interplay between design, cognition, and storytelling.
Art (B.A.), University of Iowa Emphasis: painting,
Psychology (B.A.), University of Iowa — Emphasis: Cognitive Development, Memory, Cognition, Experimental Psychology, and Child Development.
Journalism & Mass Communication (B.A.), University of Iowa — Emphasis: Media and Society, Communication Ethics, Technology and Society, Media Production, photojournalism
Continuing my academic journey, I am currently pursuing both a Ph.D. as an external doctoral candidate at the University of Amsterdam and an MBA at the University of Iowa, deepening my understanding of the intersection between human learning, organizational impact, and innovation.
Learning—whether through people, practice, or study—has been the throughline of my career. It drives how I approach every challenge: with curiosity, adaptability, and the belief that diverse experiences create stronger, more creative solutions.
Experience.
Ignis AI
My work as the Director of Assessment at Ignis AI focused on measuring 21st-century skills (human skills) through the design of fine-grained frameworks, skill progressions, and performance-level descriptions that capture the nuance of 21st-century competencies. This work leveraged my approach to evidence collection that goes well beyond standard tests. While I strategically apply selected‑response methods for efficiency, my real specialty lies in stealth, multi‑evidence, and evidence‑fusion models to capture authentic performance. My secret superpower is doing the deeply human-expert conceptual, integrative work and training AI to support the systems that help organizations understand, measure, and grow the human capabilities that matter most on a global scale.
winded.vertigo
In collaboration with winded.vertigo, my work focused on advancing the integration of the Impactful 5 (i5) skills into management education through strategic measurement, evaluation, and learning design. The i5 initiative, led by the Principles for Responsible Management Education (PRME), aims to transform business education by aligning teaching and learning with the United Nations Sustainable Development Goals (SDGs).
Within this initiative, I contributed to the development of frameworks and tools that help educators assess and strengthen students’ capabilities in the five i5 dimensions—skills essential for turning responsible leadership principles into real-world impact. By connecting assessment design with pedagogical innovation, my work supported business schools and educators worldwide in preparing students not only to understand sustainability challenges but to lead systemic, values‑driven change across industries.
ACT
I’ve worked on a number of projects in my 10+ years at ACT. Most of this work has focused on building environments to cultivate and measure 21st century skills. These projects have inlcuded:
PISA 2021 Innovative Domain: Creative Thinking (OECD Programme for International Student Assessment)
As Lead Assessment Designer for the OECD Programme for International Student Assessment (PISA) 2021 Innovative Domain: Creative Thinking, I guided the design and validation of one of the world’s most ambitious international assessments of a 21st‑century skill. My work encompassed the development and curation of assessment tasks, supporting the creation of detailed coding guides and training of coders across the globe, and the management of multiple phases of field trials, cognitive laboratories, and validation studies to ensure the cultural and psychometric integrity of the assessment.
I also led data analysis and reporting following the Field Trial, contributing to the refinement of test materials and scoring frameworks for the Main Study. Using Main Study data, I played a key role in developing performance level descriptors—a framework that captured how students demonstrate creative thinking across diverse cultures and education systems.
This project advanced global understanding of how creativity can be validly measured and meaningfully nurtured in education, providing policymakers, educators, and researchers with actionable insights into the skills students will need to thrive in an increasingly complex world.
USA National Assessment of Educational Progress (NAEP) Research and Development EFF Project (2019-2021)
As the Project Director for ACT my direct contributions are focused on the design and development of engagement-enhanced features (EFF) closely modeled on the most recent NAEP assessment tasks in Science and Technology and Engineering Literacy, followed by an evaluation of the effects of these features on students’ engagement and performance.
Misc. Projects:
ACT Summer Camp (2016)
In the summer of 2016, I founded and co‑directed a STEM‑based summer camp for middle school students at ACT—an initiative designed to inspire curiosity, collaboration, and creative problem solving through hands‑on learning. Partnering with 19 internal departments, we developed and delivered 10 immersive sessions that combined educational exploration with prototype testing, product focus groups, and experiential design.
Students engaged in activities such as building load‑bearing boats, constructing solar‑powered cars, and collaborative coding challenges that simulated network debugging and system mapping. Beyond building technical skills, the camp cultivated teamwork, resilience, and enthusiasm for STEM. Above all, it reminded everyone involved—students and staff alike—that learning is at its best when it’s active, creative, and fun.
ACT National Curriculum Survey (2012-2015)
Wile at ACT I oversaw and contributed directly to the cross‑departmental development, deployment, marketing, analysis, and reporting of the 2015 ACT National Curriculum Survey (NCS)—a nationwide study examining educational practices and college and career readiness expectations.
Under my direction, the survey was expanded for the first time to include both employers and employees, capturing critical workforce perspectives on the skills required for success in modern careers. The 2015 cycle also marked the transition of the NCS to an online platform and introduced new items exploring the value and teaching of 21st‑century skills, providing a more comprehensive view of how education aligns with evolving workforce needs.
Out and about…
Publications & Presentations
Lansing, K., van Schijndel, T., Steedle, J., de la Torre, J., van der Ark, A., & von Davier, A. (2025, July). Cognitive diagnostic models for measuring 21st‑century skills. Paper presented at the International Meeting of the Psychometric Society (IMPS)
Lansing, K., & Jaeger, G. (2025, May). Thinking outside of the (black) box for scoring creative thinking assessments. Paper presented at the Creativity Conference at Southern Oregon University, Ashland, OR, United States.
Lansing, K., & Jaeger, G. (2025, May). Are DT tasks good at measuring Creative Thinking? Imma say ‘no’. Paper presented at the Creativity Conference at Southern Oregon University, Ashland, OR, United States.
Lansing-Stoeffler, K., & Daley, N. (2023). Navigating the Spectrum of Conventionality: Toward a New Model of Creative Thinking. Journal of Intelligence, 11(2), 21.
Lansing-Stoeffler, K., & Daley, N. (2022). Cross-Cutting Capabilities: Transferable Skills for the 21st Century. ACT Research Report. 2022-07. ACT, Inc.
Stoeffler, K., Rosen, Y., & Way, J. (2022). When actions speak louder than words: Stealth assessment of social and emotional skills. In Assessing Competencies for Social and Emotional Learning (pp. 135-150). Routledge.
Rosen, Y., Stoeffler, K., ., & Simmering, V (2020). Imagine: Design for Creative Thinking, Learning, and Assessment in Schools. Journal of Intelligence., 8(2), 16.
Stoeffler, K., Rosen, Y., Bolsinova, M., & von Davier, A. A. (2019). Gamified Performance Assessment of Collaborative Problem Solving Skills. Computers in Human Behavior.
Rosen, Y., Wolf, I., & Stoeffler, K. (2019). Fostering collaborative problem solving skills in science: The Animalia project. Computers in Human Behavior.
Stoeffler, K., Rosen, Y. (2019, September). PISA 2021 and Beyond: Design and Development of Innovative Learning and Assessment Solutions for Creative Thinking. International Association for Educational Assessment (IAEA), Baku, Azerbaijan.
Stoeffler, K., Rosen, Y. (2019, September). PISA 2021 and Beyond: Design and Development of Innovative Assessments at Scale. Workshop presented at the International Association for Educational Assessment (IAEA), Baku, Azerbaijan.
Burrus, J., Way, J. D., Bobek, B. L., Stoeffler, K., & O’Connor, R. (2020). The ACT Holistic Framework of Education and Workplace Success. In M. E. Oliveri & C. Wendler (Eds.) Higher Education Admission Practices: An International Perspective. Cambridge, UK: Cambridge University Press.
ACT (2019). PISA 2021 Creative Thinking Validation Study Research Report. ACT. IA: Iowa City.
Rosen, Y., Stoeffler, K. & Piancentini, M. (2019) Creative Thinking Framework Overview. PISA 2021 Meeting of New National Project Managers. Rockville, Maryland
Rosen, Y., Stoeffler, K. & Piancentini, M. (2019) Creative Thinking Framework Overview . PISA 2021 First Meeting of National Project Managers. Vienna, Austria
Maris, G., Rosen, Y., Stoeffler, K. & Piancentini, M. (2019) Field Trial Creative Thinking Instrument Overview PISA 2021 First Meeting of National Project Managers. Vienna, Austria
Rosen, Y., Stoeffler, K. (2019). Developing Scalable Conversational Assessments for Collaborative Problem Solving. National Council on Measurement in Education Annual Meeting (NCME), Toronto , CA
Bourgault-Bouthillier, I., Stoeffler, K., Rosen, Y., & Von Davier, A. (2019). Using Technology-Rich Environments to Explore Gender Differences During Collaboration. National Council on Measurement in Education Annual Meeting (NCME), Toronto , CA
Zhang, L., Li, B., Rosen, Y., Stoeffler, K., & Yu, S. (2019, March). Innovative problem solving assessment with learning analytics. Workshop presented at the Ninth International Learning Analytics & Knowledge Conference. Tempe, Arizona. Conference Presentation.
Rosen, Y., Stoeffler, K., & Waiyavutti, C. (2018). PISA 2021 Creative Thinking Cognitive Lab Research Report. ACT. IA: Iowa City.
Design and Development of Technology-Enhanced Assessments ∙ Harvard University, Cambridge, MA ∙ 2019
Stoeffler, K., Rosen, Y., Bolsinova, M., & von Davier, A. A. (2018, September). Increasing measurement accuracy of collaborative problem solving by incorporating telemetry data. Presented at the 51st Congress of the German Psychological Society (DGPs) in Frankfurt, Germany
von Davier, A. A, & Stoeffler, K., (2018, July). Assessment of Collaborative Problem Solving Skills: An Overview. Workshop presented at the 2018 International Testing Conference in Montreal, Canada
Stoeffler, K., Burrus, J., Way, J., Bobek, B., O’Connor, R., (2018, July). A Holistic Framework of Education and Workplace Success. Presented at the 2018 International Testing Conference in Montreal, Canada
Stoeffler, K., Rosen, Y., Bolsinova, M., Way, J., Chopade, P., & von Davier, A. A. (2018, July). Increasing measurement accuracy of collaborative problem solving by incorporating telemetry data. Presented at the 2018 International Testing Conference in Montreal, Canada
Stoeffler, K., Greiff, S., Rosen, Y., von Davier, (2018, June). Toward a New Model of Collaborative Problem Solving Definition and Assessment. Presented at the Doctoral Consortium for the 13th International Conference of the Learning Sciences in London, UK
Stoeffler, K., Rosen, Y., Bolsinova, M., & von Davier, A. A. (2018, June). Gamified Assessment of Collaborative Skills with Chatbots. In International Conference on Artificial Intelligence in Education (pp. 343-347). Springer, Cham.
Chopade, P., Stoeffler, K., Khan, S. M., Rosen, Y., Swartz, S., & von Davier, A. (2018, June). Human-Agent Assessment: Interaction and Sub-skills Scoring for Collaborative Problem Solving. In International Conference on Artificial Intelligence in Education (pp. 52-57). Springer, Cham.
Stoeffler, K., Rosen, Y., Bolsinova, M., & von Davier, A. A. (2018, April). Exploring the Measurement of Collaborative Problem Solving Using a Human-Agent Educational Game. Poster presented at the NCME 2018 Annual Conference in New York City, NY.
Stoeffler, K., Rosen, Y., von Davier, A. A., Paek, P., (2017, September). Game-based Classroom Assessment of Collaborative Problem Solving. Poster presented at the NCME Special Conference on Classroom Assessment and Large-Scale Psychometrics: The Twain Shall Meet Conference in Kansas City, KS.
Invited Contributor ∙ Annual Colloquium of Assessment and Measurement Professionals, National Center for the Improvement of Educational Assessment (Center for Assessment), held May 24-25, 2017, Sanibel Island, FL.
Kristin Stoeffler, Yigal Rosen, Amit Agrawal, Alina A. von Davier (2017, March). Exploring the Measurement of Collaborative Problem Solving Using a Human-Agent Educational Game. Poster presented at the 7th International Conference on Learning Analytics and Knowledge to be held in Vancouver, Canada, March 13-17 2017
Stephen Polyak, David Edwards, Amit Agrawal, Joan Severson, Kristin Stoeffler, Allen Best, Josh Cosman, Ian MacMillan, Colin Dingler, James Gambrell, Alina A. von Davier (2016, December). Interpreting Game Log Evidence of Collaborative Problem Solving Skills for Middle School Students Using ML Clustering Techniques. Poster presented at the Advances in Neural Information Processing Systems 29 (NIPS 2016) Conference in Barcelona, Spain.
Casillas, A., von Davier, A. A., Best, A., Agrawal, A., Dingler, C., MacMillan, I., Gambrell, Way, J. D., Severson, J., Cosman, J., Stoeffler, K., & O’Connor, R. (2016, September). Beyond academics: Exploring the measurement of collaborative problem solving of middle school students using a video game. Poster presented at the UCLA CRESST Conference in Los Angeles, CA.
Design and Development of Technology-Enhanced Assessments ∙ Harvard University, Cambridge, MA ∙ 2018
Games and Learning Society Conference ∙ University of Wisconsin, Madison, WI ∙ 2014