Publications

If you are interested in reading any of the publications but do not have an institutional access to it, please contact Juuso!

Books

Pesonen, H. & Nieminen, J. H. (2021). Huomioi oppimisen esteet: Inklusiivinen opetus korkeakoulussa [Inclusive Teaching Practices in Higher Education]. Jyväskylä: PS-kustannus.

Huomioi oppimisen esteet.jpg

Luostarinen, A., & Nieminen, J. H. (2019). Arvioinnin käsikirja. [The Handbook of Assessment] Jyväskylä: PS-Kustannus.

Käsikirja.jpg
 

Academic publications

Peer-reviewed journal articles

  1. Lam, M. H. A., & Nieminen, J. H. (2026). How do teachers design assessment in interdisciplinary education? Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2026.2710689

  2. Nieminen, J. H. & Ruttenberg-Rozen, R. (2026). Inclusive pedagogies in higher STEM education: a critical review. Cultural Studies of Science Education. https://doi.org/10.1007/s11422-026-10289-3

  3. Nieminen, J. H., Bearman, M., Boud, D., Corbin, T., Dawson, P., Tai, J., & Walton, J. (2026). Grading in an age of assessment reform: the elephant in the room. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2026.2694451

  4. Lam, M. H. A., & Nieminen, J. H. (2026). What counts as success in interdisciplinary undergraduate education? An epistemological analysis. Teaching in Higher Education. https://doi.org/10.1080/13562517.2026.2690654

  5. Nieminen, J. H. & Hannula, J. (2026). Student partnership in mathematics assessment: fostering student agency. ZDM – Mathematics Education. https://doi.org/10.1007/s11858-026-01791-7

  6. Nieminen, J. H., Bearman, M., Ajjawi, R., & Boud, D. (2026). Beyond a critique of grades. Higher Education. https://doi.org/10.1007/s10734-026-01627-z

  7. Nieminen, J. H., Walton, J., & Cobb, P. J. (2026). Feedback as an epistemic practice. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2026.2624483

  8. Toikka, S., Eronen, L., Nieminen, J. H., & Havu-Nuutinen, S. (2026). From problem-solving to reflection: Activating diverse metacognitive skills in mathematics. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-025-10643-x

  9. Kisworo, A. Y., Nieminen, J. H., & Boud, D. (2026). Feedback dialogue in intercultural doctoral supervision. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2026.2621273

  10. Dollinger, M. & Nieminen, J. H. (2026). Reimagining success and failure: equitable assessment practices in an age of AI. Journal of University Teaching and Learning Practice. https://doi.org/10.53761/20z06b11

  11. Nieminen, J. H., Dollinger, M., & Finneran, R. (2026). Becoming a disabled teacher: teacher placements as sites for identity formation. The Australian Educational Researcher. https://doi.org/10.1007/s13384-025-00949-8

  12. Zhou, H., Carless, D., & Nieminen, J. H. (2025). Students’ motivations for feedback seeking: The value of combined monitoring and inquiry. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2025.2596351

  13. Corbin, T., Bearman, M., Boud, D., Crawford, N., Dawson, P., Fawns, T., Henderson, M., Lodge, J., Luo, J., Matthews, K., Nicola-Richmond, K., Nieminen, J. H., Pepperell, N., Swiecki, Z., Tai, J., & Walton, J. (2025). The research we should be doing on assessment after AI. Journal of University Teaching and Learning Practice. https://doi.org/10.53761/w3x5y804

  14. Nieminen, J. H. & Cobb, P. (2025). Epistemic cultures in undergraduate education. Teaching in Higher Education. https://doi.org/10.1080/13562517.2025.2593503

  15. Nieminen, J. H. (2025). Inclusive assessment design: students with disabilities speak out. Higher Education Research & Development. https://doi.org/10.1080/07294360.2025.2564995

  16. Nieminen, J. H. (2025). What if there were no grades? Educational Assessment, Evaluation and Accountability. https://doi.org/10.1007/s11092-025-09468-7

  17. Nieminen, J. H. & Boud, D. (2025). Student self-assessment: a meta-review of five decades of research. Assessment in Education: Principles, Policy & Practice. https://doi.org/10.1080/0969594X.2025.2510211

  18. Zhou, H., Nieminen, J. H., & Chen, G. (2025). How does motivation influence students’ feedback seeking processes? Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2025.2501696

  19. Ruttenberg-Rozen, R. & Nieminen, J. H. (2025). A story about mathematics difficulty, tools, and making growth visible. For the Learning of Mathematics.

  20. Nieminen, J. H., Dollinger, M., & Zou, T. X. P. (2025). Student partnership in assessment: what works, for whom, why, and under what circumstances? Review of Education. https://doi.org/10.1002/rev3.70059

  21. Nieminen, J. H., Yan, Z., & Boud, D. (2025). Self-assessment design in a digital world: centring student agency. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2025.2467647

  22. Cheung, H. K. & Nieminen, J. H. (2025). ‘I’m a cracked vase’: identity narratives of pre-service teachers with disabilities. Disability & Society. https://doi.org/10.1080/09687599.2025.2470726

  23. Ketonen, L. & Nieminen, J. H. (2025). Professional autonomy vs. assessment criteria: teacher agency in the midst of assessment reform. Journal of Curriculum Studies. https://doi.org/10.1080/00220272.2025.2460476

  24. Nieminen, J. H. (2024). The paradox of inclusive assessment. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2024.2419604

  25. Bagger, A., Nieminen, J. H., & Walla, M. (2024). Bedömning som omsorg om lärandet i de tidiga skolåren. [Assessment and care for learning in early education.] MONA - Matematik- og Naturfagsdidaktik, 24, 16. https://tidsskrift.dk/mona/article/view/150681

  26. Fawns, T., Bearman, M., Dawson, P., Nieminen, J. H., Ashford-Rowe, K., Willey, K., Jensen, L. X., Damşa, C., & Press, N. (2024). Authentic assessment: From panacea to criticality. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2024.2404634

  27. Nieminen, J. H., Dollinger, M., & Finneran, R. (2024). ‘There was very little room for me to be me’: the lived tensions between assessment standardisation and student diversity. Assessment and Evaluation in Higher Education. https://doi.org/10.1080/02602938.2024.2388699

  28. Ketonen, L. & Nieminen, J. H. (2024). Assessment guides, restricts, supports and strangles: Tensions in teachers’ conceptions of assessment during an assessment reform. Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2024.104737

  29. Nieminen, J. H., Atjonen, P., & Tolvanen, A. (2024). Diversity of assessment practices and student perceptions of assessment in Finland. TheCurriculum Journal. https://doi.org/10.1002/curj.288

  30. Nieminen, J. H. & Boud, D. (2024). Placing authenticity at the heart of student self-assessment: an integrative review. Teaching in Higher Education. https://doi.org/10.1080/13562517.2024.2367669

  31. Nieminen, J. H. (2024). How does assessment shape student identities? An integrative review. Studies in Higher Education. https://doi.org/10.1080/03075079.2024.2334844

  32. Nieminen, J. H., Reinholz, D., & Valero, P. (2024). “Mathematics is a battle, but I’ve learned to survive.” Becoming a disabled student in university mathematics. Educational Studies in Mathematics. https://doi.org/10.1007/s10649-024-10311-x

  33. Nieminen, J. H., Haataja, E., & Cobb, P. (2024). From active learners to knowledge contributors: authentic assessment as a catalyst of students’ epistemic agency. Teaching in Higher Education. https://doi.org/10.1080/13562517.2024.2332252

  34. Chen, S. & Nieminen, J. H. (2024). Towards an ecological understanding of student emotions in feedback: a scoping review. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2024.2318641

  35. Dollinger, M., Nieminen, J. H., & Finneran, R. (2024). A lucky draw? Theorising how work placements develop diverse university students’ career stories. Studies in Higher Education. https://doi.org/10.1080/03075079.2024.2316260

  36. Nieminen, J. H., & Moriña, A., & Biagiotti, G. (2023). Assessment as a matter of inclusion: A meta-ethnographic review of the assessment experiences of students with disabilities in higher education. Educational Research Review. https://doi.org/10.1016/j.edurev.2023.100582

  37. Nieminen, J. H., & Ketonen, L. (2023). Epistemic agency: a link between assessment, knowledge and society. Higher Education. https://doi.org/10.1007/s10734-023-01142-5

  38. Nieminen, J. H., Bagger, A., Padilla, A., & Tan, P. (2023). Student positioning in mathematics assessment research: a critical review. Journal for Research in Mathematics Education. https://doi.org/10.5951/jresematheduc-2022-0030

  39. Nieminen, J. H. & Eaton, S. (2023). Are assessment accommodations cheating? A critical policy analysis. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2023.2259632

  40. Nieminen, J. H. & Yang, L. (2023). Assessment as a matter of being and becoming: theorising student formation in assessment. Studies in Higher Education. https://doi.org/10.1080/03075079.2023.2257740

  41. Cobb, P. J., & Nieminen, J. H. (2023). Immersing in Mesopotamia: Virtual Reality Site Tours in the Remote Classroom. Near Eastern Archaeology, 86(3), 240-249.

  42. Roiha, A., Nieminen, J. H., & Mäntylä, K. (2023). Lukion vieraiden kielten opettajien käytänteitä ja käsityksiä eriyttävästä arvioinnista. [Foreign language teachers´ practices and perceptions of differentiated assessment in upper secondary schools.] AFinLA, 15, 97–123. Link to the article.

  43. Tuohilampi, L., Nieminen, J. H., & Beswick, K. (2023). From logical causations to likely connections: Two modes of meaning-making of collaborative problem-solving in mathematics. For the Learning of Mathematics. Link to the article.

  44. Nieminen, J. H., Bagger, A., Allan, J. (2023). Discourses of risk and hope in research on mathematical learning difficulties. Educational Studies in Mathematics. https://doi.org/10.1007/s10649-022-10204-x

  45. Ketonen, L. & Nieminen, J. H. (2023). Supporting student teachers’ reflection through assessment: the case of reflective podcasts. Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2023.104039

  46. Nieminen, J. H. (2022). A spanner in the works: the portrayal of disabled students in assessment adjustment research. International Studies in Sociology of Education. https://doi.org/10.1080/09620214.2022.2118809

  47. Nieminen, J. H. & Pesonen, H. V. (2022). Anti-ableist pedagogies in higher education: A systems approach. Journal of University Teaching & Learning Practice, 19 (4). https://ro.uow.edu.au/jutlp/vol19/iss4/08

  48. Nieminen, J. H. & Carless, D. (2022). Feedback literacy: a critical review of an emerging concept. Higher Education. https://doi.org/10.1007/s10734-022-00895-9

  49. Nieminen, J. H., Bearman, M., & Ajjawi, R. (2022). Designing the digital in authentic assessment: is it fit for purpose? Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2022.2089627

  50. Nieminen, J. H. (2022). Unveiling ableism and disablism in assessment: a critical analysis of disabled students’ experiences of assessment and assessment accommodations. Higher Education. https://doi.org/10.1007/s10734-022-00857-1

  51. Bearman, M., Nieminen, J. H., & Ajjawi, R. (2022). Designing assessment in a digital world: an organising framework. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2022.2069674

  52. Nieminen, J. H. & Atjonen, P. (2022). The assessment culture of mathematics in Finland: a student perspective. Research in Mathematics Education. https://doi.org/10.1080/14794802.2022.2045626

  53. Nieminen, J. H., Bearman, M., & Tai, J. (2022). How is theory used in assessment and feedback research? A critical review. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2022.2047154

  54. Nieminen, J. H. (2022). Assessment for Inclusion: rethinking inclusive assessment in higher education. Teaching in Higher Education. https://doi.org/10.1080/13562517.2021.2021395

  55. Chan, M. C. E., Moate, J., & the Social Unit of Learning project team. (2022). Learning research in a laboratory classroom: a reflection on complementarity and commensurability among multiple analytical accounts. ZDM – Mathematics Education. https://doi.org/10.1007/s11858-022-01330-0

  56. Nieminen, J. H. (2021). Beyond empowerment: student self-assessment as a form of resistance. British Journal of Sociology of Education. https://doi.org/10.1080/01425692.2021.1993787

  57. Nieminen, J. H., Atjonen, P., & Remesal, A. (2021). Parents’ beliefs about assessment: a conceptual framework and findings from Finnish basic education. Studies in Educational Evaluation. https://doi.org/10.1016/j.stueduc.2021.101097

  58. Asikainen, H., Nieminen, J. H., Häsä, J. I. A., & Katajavuori, N. (2021). University students’ interest and burnout profiles and their relation to approaches to learning and achievement. Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2021.102105

  59. Nieminen, J.H. & Lahdenperä, J. (2021). Assessment and epistemic (in)justice: How assessment produces knowledge and knowers. Teaching in Higher Education. https://doi.org/10.1080/13562517.2021.1973413

  60. Nieminen, J. H. & Pesonen, H. V. (2021). Politicising inclusive learning environments: How to foster belonging and prevent ableism? Higher Education Research & Development. https://doi.org/10.1080/07294360.2021.1945547

  61. Nieminen, J. H., Chan, M. C. E., & Clarke, D. (2021). What affordances do open-ended real life tasks offer for shared agency in collaborative problem-solving? Educational Studies in Mathematics. https://doi.org/10.1007/s10649-021-10074-9

  62. Nieminen, J. H., Tai, J. H.-M., Boud, D., & Henderson, M. (2021). Student agency in feedback: beyond the individual. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2021.1887080

  63. Nieminen, J. H. (2021). Governing the ’disabled assessee’: A critical reframing of assessment accommodations as sociocultural practices. Disability & Society. https://doi.org/10.1080/09687599.2021.1874304

  64. Pesonen, H., Nieminen, J. H., Vincent, J, Waltz, M., Lahdelma, M., Syurina, E. and Fabri, M. (2020) A socio-political approach on autistic students’ sense of belonging in higher education. Teaching in Higher Education. https://doi.org/10.1080/13562517.2020.1852205

  65. Nieminen, J. H. (2020). Student conceptions of assessment accommodations in university mathematics: an analysis of power. Nordic Studies in Mathematics Education, 25(3-4), 27–49. http://ncm.gu.se/wp-content/uploads/1605/83/25_34_027050_nieminen.pdf

  66. Nieminen, J. H. (2020). Disrupting the power relations of grading in higher education through summative self-assessment. Teaching in Higher Education. https://doi.org/10.1080/13562517.2020.1753687

  67. Nieminen, J. H., & Pesonen, H. V. (2020). Taking Universal Design back to its roots: Perspectives on accessibility and identity in undergraduate mathematics. Education Sciences, 10(1), 12. https://doi.org/10.3390/educsci10010012

  68. Lahdenperä, J., & Nieminen, J. H. (2020). How does a mathematician fit in? A mixed-methods analysis of university students’ sense of belonging in mathematics. International Journal of Research in Undergraduate Mathematics Education, 6(3), 475–494. https://doi.org/10.1007/s40753-020-00118-5

  69. Nieminen, J. H., & Tuohilampi, L. (2020). ‘Finally studying for myself’–examining student agency in summative and formative self-assessment models. Assessment & Evaluation in Higher Education, 45(7), 1031–1045. https://doi.org/10.1080/02602938.2020.1720595

  70. Nieminen, J. H., Asikainen, H., & Rämö, J. (2019). Promoting deep approach to learning and self-efficacy by changing the purpose of self-assessment: A comparison of summative and formative models. Studies in Higher Education. https://doi.org/10.1080/03075079.2019.1688282

Peer-reviewed book chapters

  1. Nieminen, J. H. & Ruttenberg-Rozen, R. (2024). In search of a community: navigating the academic spaces of belonging as a postdoctoral fellow. In M. Aarnikoivu & A. T. Le (Eds.), Building communities in academia (pp. 43–58). Emerald Publishing Limited.

  2. Fawns, T., & Nieminen, J. H. (2023). The only way is ethics: A dialogue of assessment and social good. In L. Czerniewicz & C. Cronin (Eds.), Higher education for good: teaching and learning futures (pp. 533-553). Open Book Publishers.

  3. Nieminen, J. H. (2022). Inclusive assessment, exclusive academy. In R. Ajjawi, J. Tai, D. Boud, & T. Jorre de St Jorre (Eds.), Assessment for inclusion in higher education: promoting equity and social justice in assessment (pp. 63–73). Routledge.

  4. Häsä, J., Rämö, J., & Nieminen, J. H. (2022). Supporting quality of learning by letting students give their own grades – An innovative self-assessment model in university mathematics. In Z. Yan, Z. & L. Yang (Eds.), Assessment as learning: Maximising opportunities for student learning and achievement (pp. 232–243). Routledge.

  5. Nieminen, J. H., & Hilppö, J. A. (2020). Methodological and conceptual suggestions for researching the interplay of assessment and student agency. In J. Ferguson & P. White (Eds.), Methodological Approaches to STEM Education Research Volume 1 (pp. 88–108). Newcastle: Cambridge Scholars Publishing.

Peer-reviewed conference articles

  1. Nieminen, J. H. (2024). Student agency in mathematics assessment: passive targets or active agents? In Iannone, P., Moons, F., Drüke-Noe, C., Geraniou, E., Morselli, F., et al. (Eds.) Proceedings of FAME 1 – Feedback & Assessment in Mathematics Education. Utrecht University, The Netherlands.

  2. Nieminen, J. H. & Reinholz, D. (2023). Theorising power in classroom assessment of mathematics. In Drijvers, P., Csapodi, C., Palmér, H., Gosztonyi, K., & Kónya, E. (Eds.) Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13). Alfréd Rényi Institute of Mathematics and ERME.

  3. Nieminen, J. H. (2022). Universal Design for Assessment in mathematics. In J. Hodgen, E. Geraniou, G. Bolondi & F. Ferretti. (Eds.), Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12). Free University of Bozen-Bolzano and ERME. hal-03747822.

  4. Nieminen, J. H. (2020). Crossing the boundaries of mathematics assessment through summative self-assessment. In M. Inprasitha, N. Changsri, & N. Boonsena (Eds.), Interim Proceedings of the Psychology of Mathematics Education Conference 2020. Khon Kaen, Thailand: PME.

  5. Nieminen, J. H. (2019). Discourse of Otherness in a Universally Designed undergraduate mathematics course. In Jankvist, U. T., Van den Heuvel-Panhuizen, M., & Veldhuis, M. (Eds.). Online Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education. Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME.

  6. Nieminen, J. H., Häsä, J., Rämö, J., & Tuohilampi, L. (2018). Replacing exam with self-assessment: Reflection-centred learning environment as a tool to promote deep learning. In A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, & S. Brown (Eds.), Proceedings of the 21th Annual Conference on Research in Undergraduate Mathematics Education (pp. 769–779). San Diego, CA: Special Interest Group of the Mathematics Association of America for Research in Undergraduate Mathematics Education.

  7. Tuohilampi, L., Nieminen, J. H., Häsä, J., & Rämö, J. (2018). The interplay of informative assessment criteria and continuous feedback with mathematics students' learning orientations. In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.). Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 299-306). Umeå, Sweden: PME.