Publications

Academic publications

Peer-reviewed journal articles

• Ruttenberg-Rozen, R. & Nieminen, J. H. (in press). A story of a learner experiencing mathematics difficulty and the powerful tool that made her growth visible. For the Learning of Mathematics.

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

• 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

• 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

• 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

• 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

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

• 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

• 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

• 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

• 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

• 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

• 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

• 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

• 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

• 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

• 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

• 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

• 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.

• 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.

• 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.

• 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

• 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

• 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

• 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

• 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

• 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

• 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

• 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

• 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

• 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

• 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

• 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

• 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

• 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

• 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

• 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

• 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

• 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

• 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

• 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

• 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

• 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

• 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

• 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

• 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

• 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

• 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

• 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.

• 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.

• 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.

• 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.

• 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

• 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.

• 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.

• 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.

• 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.

• 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.

• 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.

• 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.