Julkaisut

Raportit

Ursin, J., Hyytinen, H., & Silvennoinen, K. (toim.). (2021). Korkeakouluopiskelijoiden geneeristen taitojen arviointi – Kappas!-hankkeen tuloksia. Opetus- ja kulttuuriministeriön julkaisuja 2021:6. http://urn.fi/URN:ISBN:978-952-263-892-2

Julkaisun muut kieliversiot:

Ursin, J., Hyytinen, H., & Silvennoinen, K. (Eds.). (2021). Assessment of undergraduate students' generic skills in Finland : Findings of the Kappas! project. Publications of Ministry of Education and Culture 2021:31. http://urn.fi/URN:ISBN:978-952-263-901-1

Ursin, J., Hyytinen, H., & Silvennoinen, K. (red.). (2021). Utvärdering av högskolestuderandes generiska färdigheter – resultat från Kappas! -studien. Undervisnings- och kulturministeriets publikationer 2021:12. http://urn.fi/URN:ISBN:978-952-263-825-0

Tieteelliset artikkelit

Hyytinen, H., Nissinen, K., Kleemola, K., Ursin, J., & Toom, A. (2023). How do self-regulation and effort in test-taking contribute to undergraduate students’critical thinking performance? Studies in Higher Education. https://doi.org/10.1080/03075079.2023.2227207

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, 71. https://doi.org/10.1016/j.stueduc.2021.101090

Kleemola, K., Hyytinen, H., & Toom, A. (2022a). 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. (2022b). 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. (2022c). The challenge of position-taking in novice higher education students' argumentative writing. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.885987

Ursin, J., & Hyytinen, H. (2022). Assessing the generic skills of undergraduate students in Finland. In D. Van Damme, & D. Zahner (Eds.), Does Higher Education Teach Students to Think Critically? (pp. 179–196). Paris: OECD Publishing. https://doi.org/10.1787/cc9fa6aa-en

Ursin, J., Hyytinen, H., Silvennoinen, K., & Toom. A. (2022). Linguistic, contextual, and experiential equivalence issues in the adaptation of a performance-based assessment of generic skills in higher education. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.885825

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). Paris: OECD Publishing. https://doi.org/10.1787/cc9fa6aa-en

Blogikirjoitukset

Korkeakouluopiskelijoiden (työ)elämän tärkeitä taitoja täytyy kehittää (Ruusupuiston kärkiuutiset 1/2024)

Is there a need to boost the generic skills of undergraduate students? (13.1.2022, EERA Blog)

Tulevaisuuden osaaja erottuu yleistaidoillaan (25.11.2020, JYUnity)