Journal Articles & Book Chapters
2020
Beck, K. (2020). Ensuring content validity of psychological and educational tests –the role of experts. Frontline Learning Research, 8, 1 – 37. [Link]
Braun, H.I., Shavelson, R.J., Zlatkin-Troitschaskaia, O., & Borowiec, K. (2020). Performance assessment of critical thinking: Conceptualization, design and implementation. Frontiers in Education Educational Psychology, 5:156, pp. 1-10.doi: 10.3389/feduc.2020.00156 [Link]
Molerov, D., Zlatkin-Troitschanskaia, O., Nagel, M-T., Brückner, S., Schmidt, S., & Shavelson, R. (2020). Assessing university students’ critical online reasoning ability: A conceptual and assessment framework with preliminary evidence. Frontiers in Education Educational Psychology.1-29. doi: 10.3389/feduc.2020.577843. [Link]
Zlatkin-Troitschanskaia, O., Beck, K., Fischer, J., Braunheim, D., Schmidt, S., & Shavelson, R.J. (2020). The role of students’ beliefs when critically reasoning from multiple contradictory sources of information in performance assessments. Frontiers in Psychology Educational Psychology, 11:2192 doi: 10.3389/fpsyg.2020.02192. [Link]
2019
Alexander, P.A. (2019). Individual differences in college-age learners: The importance of relational reasoning for learning and assessment in higher education. British Journal of Educational Psychology, 89, 416-428. [Link]
Braun, H. (2019). Performance assessment and standardization in higher education: A problematic conjunction? British Journal of Educational Psychology, 89, 429–440. [Link]
Hahnel et al. (2019). Validating process variables of sourcing in an assessment of multiple document comprehension, British Journal of Educational Psychology, 89, 524-537. [Link]
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, 551–563. [Link]
Jeschke, C. et al. (2019). Performance assessment to investigate the domain specificity of instructional skills among preservice and in-service teachers of mathematics and economics. British Journal of Educational Psychology, 89, 538–550. [Link]
Leighten, J.P. (2019). The risk–return trade-off: Performance assessments and cognitive validation of inferences. British Journal of Educational Psychology, 89, 441–455. [Link]
Mejia, A. et al. (2019). Incorporating perspective analysis into critical thinking performance assessments. British Journal of Educational Psychology, 89, 456–467. [Link]
Munchow. H. et al. (2019). The ability to evaluate arguments in scientific texts: Measurement, cognitive processes, nomological network, and relevance for academic success at the university, British Journal of Educational Psychology, 89, 501–523. [Link]
Shavelson, R. J., Marino, J., Zlatkin-Troitschanskaia, O. & Schmidt, S. (2019). Reflections on the Assessment of Quantitative Reasoning. In L. Tunstall, G. Karaali & V. Piercey (Eds.), Shifting Contexts, Stable Core: Advancing Quantitative Literacy in Higher Education (pp. 163-176) Washington, DC: Mathematical Association of America. [Link]
Shavelson, R. J., Zlatkin-Troitschanskaia, O., Beck, K., Schmidt, S. & Mariño von Hildebrand, J. P. (2019). Assessment of University Students’ Critical Thinking: Next Generation Performance Assessment. International Journal of Testing. https://doi.org/10.1080/15305058.2018.1543309 [Link]
Troitschanskaia, O., & Shavelson, R.J. (2019). Advantages and challenges of performance assessment of student learning in higher education. British Journal of Educational Psychology, 89, 413-415. [Link]
Zlatkin, O. et al. (2019). On the complementarity of holistic and analytic approaches to performance assessment scoring. British Journal of Educational Psychology, 89, 468–484. [Link]
2018
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. [Link]
Oser, F., Mueller, S., Obex, T., Volery, T., & Shavelson, R.J. (2018). Rescue an enterprise from failure: A revolutionary assessment tool for simulated performance. In O. Zlatkin-Troitschanskaia, M. Toepper, H.A. Pant, C. Lautenbach & C. Kuhn (Eds.), Assessment of learning outcomes in higher education: Cross-national comparisons and perspectives. NY: Springer. [Link]
Shavelson, R.J. (2018). Discussion of papers and reflections on “Exploring the Limits of Domain-Generality.” In F. Fischer, C. A. Chinn, K. Engelmann & J. Osborne (Eds.), Scientific Reasoning and Argumentation: The Roles of Domain-Specific and Domain-General Knowledge. NY: Routledge. [Link]
Shavelson, R. J., Zlatkin-Troitschanskaia, O., & Marino, J. (2018). Performance Indicators of Learning in Higher-Education Institutions: Overview of the Field. In E. Hazelkorn, H. Coates, & A. Cormick (Eds.), Research Handbook on Quality, Performance and Accountability in Higher Education. Edward Elgar. [Link]
Shavelson, R. J., Zlatkin-Troitschanskaia, O., & Marino, J. (2018). International Performance Assessment of Learning in Higher Education (iPAL): Research and Development. In O. Zlatkin-Troitschanskaia, M. Toepper, H. A. Pant, C. Lautenbach (Eds.). Assessment of Learning Outcomes in Higher Education – Cross-national Comparisons and Perspectives (pp. 193-214). Wiesbaden: Springer. [Link]
2017
Zlatkin-Troitschanskaia, O., Shavelson, R. J., & Pant, H. A. (2017). Assessment of Learning Outcomes in Higher Education – International Comparisons and Perspectives. In C. Secolsky & B. Denison (Eds.). Handbook on Measurement, Assessment and Evaluation in Higher Education (2nd ed.). New York: Routledge. [Link]
2016
Holtsch, D., Mentele, S., Wenger, E., Eberle, F., & Shavelson, R.J. (2016). Challenges of a cross-national computer-based test adaptation. Empirical Research in Vocational Education and Training, 8, 1-32. [Link]
2015
Blomeke, S., Gustafsson, J-E., & Shavelson, R. (2015). Approaches to competence measurement in higher education. Zeitschrift für Psychologie, 223, 1–2. [Link]
Blomeke, S., Gustafsson, J-E., & Shavelson, R. (2015). Beyond dichotomies: Competence viewed as a continuum. Zeitschrift für Psychologie, Zeitschrift für Psychologie, 223, 3–13. [Link]
Zlatkin-Troitschanskaia, O., Shavelson, R.J., & Kuhn, C. (2015). The International State of Research on Measurement of Competency in Higher Education. Studies in Higher Education, 40(3), 393-411. [Link]
2014
Hyytinen, H., Holmab, K. Tooma, A., Shavelson, R.J., & Lindblom-Ylänne, S. (2014). The complex relationship between students’ critical thinking and epistemological beliefs in the context of problem solving. Frontline Learning Research 6, 1-25 (available at http://journals.sfu.ca/flr/index.php/journal/article/view/124). [Link]
Conference Papers & Presentations
2018
Hyytinen, H. (2018). The reflections of the research methodology of critical thinking. Presentation at The third European Pragmatism Conference, 14 June 2018, Helsinki (Finland).
Shavelson, R. J., Zlatkin-Troitschanskaia, O., Schmidt, S., & Beck, K. (2018). Performance Assessment of Learning in Higher Education. Paper presentation at Frontiers in Educational Measurement (FREMO) Conference, 13 September 2018, Oslo (Norway).
Toom, A., & Hyytinen, H. (2018). The importance of critical thinking in university studies. Presentation at the Finnish Ministry of Education and Culture, June 2018.
Zlatkin-Troitschanskaia, O., Beck, K., Shavelson, R. J., & Schmidt, S. (2018). Assessment of College Students’ 21st Century Skills – The German Pilot Study. Paper presentation at American Educational Research Association (AERA) annual meeting conference, April 2018, New York (USA).
Zlatkin-Troitschanskaia, O., Beck, K., Shavelson, R. J., & Schmidt, S. (2018). Performance Assessment in Economics with Undergraduates in Germany: Test Results and Survey Insights. Paper presentation at Conference on Teaching & Research in Economic Education (CTREE), May 2018, San Antonio (USA).
Zlatkin-Troitschanskaia, O., Beck, K., Shavelson, R. J., Schmidt, S., Nagel, M.-T., & Molerov, D. (2018). Students’ critical ways of dealing with information when solving performance-based assessments. Paper presentation at the European Association for Research on Learning and Instruction (EARLI) SIG 4 Conference 2018, 29 August 2018, Gießen (Germany).