In the March 2018 edition of the Journal of American History, Sam Wineberg, Mark Smith, and Jel Breakstone shared their research into what students learn in college-level history classes. They found that most students learned very little, and called for new approaches to assessing learning, including a greater focus on formative assessment and on soliciting student feedback. This panel picks up this conversation, and offers concrete strategies for answering the challenges posed by Wineberg, Smith, and Breakstone’s article.