Julkaisut

Hyytinen, H., & Toom, A. (2019). Developing a performance assessment task in the Finnish higher education context: conceptual and empirical insights. British Journal of Educational Psychology89(3), 551-563. https://doi.org/10.1111/bjep.12283

Hyytinen, H., Toom, A., & Shavelson, R. J. (2019). Enhancing Scientific Thinking Through the Development of Critical Thinking in Higher Education. In M. Murtonen, & K. Balloo (Eds.), Redefining Scientific Thinking for Higher Education: Higher-Order Thinking, Evidence-Based Reasoning and Research Skills (pp. 59-78). Palgrave Macmillan.

Hyytinen, H., Toom, A., & Postareff, L. (2018). Unraveling the complex relationship in critical thinking, approaches to learning and self-efficacy beliefs among first-year educational science students. Learning and Individual Differences67, 132-142. https://doi.org/10.1016/j.lindif.2018.08.004

Hyytinen, H., Ursin, J., Silvennoinen, K., Kleemola, K., & Toom, A. (2021). The Dynamic Relationship between Response Processes and Self-Regulation in Critical Thinking Assessments. Studies in Educational Evaluation. https://doi.org/10.1016/j.stueduc.2021.101090

Kleemola, K., Hyytinen, H., & Toom, A. (2021). Exploring internal structure of a performance-based critical thinking assessment for new students in higher education. Assessment & Evaluation in Higher Educationhttps://doi.org/10.1080/02602938.2021.1946482