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 Psychology, 89(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 Differences, 67, 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. (2022). Critical thinking and writing in transition to higher education in Finland: do prior academic performance and socioeconomic background matter? European Journal of Higher Education. https://doi.org/10.1080/21568235.2022.2075417

Kleemola, K., Hyytinen, H., & Toom, A. (2022). Exploring internal structure of a performance-based critical thinking assessment for new students in higher education. Assessment & Evaluation in Higher Education, 47(4), 556-569. https://doi.org/10.1080/02602938.2021.1946482

Kleemola, K., Hyytinen, H., & Toom, A. (2022). The challenge of position-taking in novice higher education students’ argumentative writing. Frontiers in education, 7, [885987]. https://doi.org/10.3389/feduc.2022.885987

Tuononen, T., Hyytinen, H., Kleemola, K., Hailikari, T., Männikkö, I., & Toom, A. (2022). Systematic review of learning generic skills in higher education: enhancing and impeding factors. Frontiers in education, 7, [885917]. https://doi.org/10.3389/feduc.2022.885917

Zahner, D., Kleemola, K., Hyytinen, H., Ursin, J., & Cortellini, O. (2022). Ensuring cross-cultural reliability and validity. In D. Van Damme, & D. Zahner (Eds.), Does Higher Education Teach Students to Think Critically? (pp. 71-85). OECD. https://doi.org/10.1787/cc9fa6aa-en