Publications

Alexan der, P. A. (2004). A model of domain learning: Reinterpreting expertise as a multidimensional, multistage process. In D. Y. Dai, & R. J. Sternberg (Eds.), Motivation, emotion, and cognition (pp. 273–298). Erlbaum.

Banerjee, M., & Zlatkin-Troitschanskaia, O. (2021). The gap between knowledge and belief: Narrative, affect and students’ deeper learning in higher education . Studies in Higher Education. https://doi.org/10.1080/03075079.2021.1953330

Banerjee, M. & Zlatkin-Troitschanskaia, O. (2022). Higher Education Knowledge Development in the Information Age: Fostering Students’ Critical Online Reasoning and Narrative Competence through Performance Tasks [Paper Presentation]. Presentation at International Forum on Knowledge Asset Dynamics (IFKAD), Lugano, Switzlerland

Braasch, J. L. G., Bråten, I., & McCrudden, M. T. (Eds.). (2018). Handbook of multiple source use. New York: Routledge.

Brand-Gruwel, S., Wopereis, I., & Walraven, A. (2009). A descriptive model of information problem solving while using internet. Computers & Education, 53(4), 1207–1217. https://doi.org/10.1016/j.compedu.2009.06.004

Bronfenbrenner, U. (2009). The ecology of human development: Experiments by nature and design. Harvard UP.

Bundesministerium für Bildung und Forschung (BMBF) (2022). Hochschulen nach Hochschularten und Ländern. GovData.

Drachsler, H. & Goldhammer, F. (2020). Learning analytics and eAssessment – towards computational psychometrics by combining psychometrics with learning analytics. (pp. 67–80). Springer. https://doi.org/10.1007/978-981-15-4526-9_5

Fischer, F., Chinn, C. A., Engelmann, K. F., & Osborne, J. (Eds.). (2018). Scientific reasoning and argumentation: The roles of domain-specific and domain-general knowledge. Routledge. https://doi.org/10.4324/9780203731826

Fischer, J., Zlatkin-Troitschanskaia, O., Hartig, J. & Goldhammer F. (2022). Collecting and Analyzing Students’ Process Data through Digital Performance Assessments: A Synopsis of the Current State of Research [Paper Presentation]. Presentation at International Forum on Knowledge Asset Dynamics (IFKAD), Lugano, Switzlerland

Goldman, S. R., & Brand-Gruwel, S. (2018). Learning from multiple sources in a digital society. In F. Fischer, et al. (Eds.), International handbook of the learning sciences (pp. 86–95). Routledge. https://doi.org/10.4324/9781315617572-9

Grothaus, C., Dolch, C., & Zawacki-Richter, O. (2021). Use of digital media in higher education across country contexts. International Journal of Emerging Technologies in Learning, 16(20), 64–83. https://doi.org/10.3991/ijet.v16i20.24263

Hahnel, C., Goldhammer, F., Kroehne, U., Mahlow, N., Artelt, C., & Schoor, C. (2021). Automated and controlled processes in comprehending multiple documents. Studies in Higher Education, 46(10), 2074–2086. https://doi.org/10.1080/03075079.2021.1953333

List, A., & Alexander, P. A. (2018. Toward an integrated framework of multiple text use. Educational Psychologist, 54(1). 20–39. https://doi.org/10.1080/00461520.2018.1505514

Lücking, A., Brückner, S., Abrami, G., Uslu, T., & Mehler, A. (2021). Computational linguistic assessment of textbook and online learning media by means of threshold concepts in business education. Frontiers in Education. https://doi.org/10.3389/feduc.2020.578475

Maurer, M., Schemer, C., Zlatkin-Troitschanskaia, O., & Jitomirski, J. (2020). Positive and negative media effects on university students’ learning: Preliminary findings and a research program. Springer. https://doi.org/10.1007/978-3-030-26578-6_8

Mehler, A., Zlatkin-Troitschanskaia, O., Hemati, W., Molerov, D., Lücking, A., & Schmidt, S. (2018). Integrating computational linguistic analysis of multilingual learning data and educational measurement approaches to explore learning in higher education. (pp. 145–194). Springer. https://doi.org/10.1007/978-3-658-19567-0_10

Mislevy, R. J. (2018).  Socio-cognitive foundations of educational measurement. Routledge. https://doi.org/10.4324/9781315871691

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, 5. https://doi.org/10.3389/feduc.2020.577843

Nagel, M.-T., Schäfer, S., Zlatkin-Troitschanskaia, O., Schemer, C., Maurer, M., Molerov, D., Schmidt, S., & Brückner, S. (2020). How do university students’ web search behavior, website characteristics, and the interaction of both influence students’ critical online reasoning? Frontiers in Education. https://doi.org/10.3389/feduc.2020.565062

Nagel, M.-T., Reichert-Schlax, J., Zlatkin-Troitschanskaia, O., Klose, V., Weber, M., & Roeper, J. (2021). The relationship between medical students’ media use and learning progress. Studies in Higher Education, 46(10), 2063–2073. https://doi.org/10.1080/03075079.2021.1953334

Nagel, M.-T., Zlatkin-Troitschanskaia, O. & Fischer, J. (2022). Validation of newly developed tasks for the assessment of generic critical online reasoning (COR) of university students and graduates. Frontiers in Education (accepted).

Osborne, J., Pimentel, D., Alberts, B., Allchin, D., Barzilai, S., Bergstrom, C., Coffey, J., Donovan, B., Kivinen, K., Kozyreva. A., & Wineburg, S. (2022). Science Education in an Age of Misinformation. Report. Stanford. https://sciedandmisinfo.stanford.edu/

Oser, F. K., & Biedermann, H. (2020). A three-level model for critical thinking: Critical alertness, critical reflection, and critical analysis. (pp. 89–106). Springer. https://doi.org/10.1007/978-3-030-26578-6_7

Pellegrino, J. W., Chudowsky, N., & Glaser, R. (Ed.). (2001). Knowing what students know: The science and design of educational assessment. Washington, DC: Nat. Academy Press.

Perry, W. G. (1981). Cognitive and ethical growth: The making of meaning. (pp. 76–116). Jossey-Bass.

Schmidt, S., Zlatkin-Troitschanskaia, O., Roeper, J., Klose, V., Weber, M., Bültmann, A.-K., & Brückner, S. (2020). Undergraduate students’ critical online reasoning–process mining analysis. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2020.576273

Shavelson, R. J., Zlatkin-Troitschanskaia, O., Beck, K., Schmidt, S., & Marino, J. (2019). Assessment of university students’ critical thinking: Next generation performance assessment. International Journal of Testing. https://doi.org/10.1080/15305058.2018.1543309

Shavelson, R. & Zlatkin-Troitschanskaia, O. (2022). Belief in Education for Addressing Digital Age Challenges and the Fundamental Attribution Error [Paper Presentation]. Presentation at International Forum on Knowledge Asset Dynamics (IFKAD), Lugano, Switzlerland

Walton, D. (2006). Fundamentals of critical argumentation. Critical reasoning and argumentation. Cambridge University. https://doi.org/10.1017/CBO9780511807039

Weber, H., Becker, D., & Hillmert, S. (2019). Information-seeking behaviour and academic success in higher education: Which strategies matter for grade differences among university students and how does this relevance differ by field of study? Higher Education, 77, 657–678. https://doi.org/10.1007/s10734-018-0296-4

Weber, H., Hillmert, S., & Rott, K. J. (2018). Can digital information literacy among undergraduates be improved? Evidence from an experimental study. Teaching in Higher Education, 23(8), 909–926. https://doi.org/10.1080/13562517.2018.1449740

Wierzbicki, A. (2018). Web content credibility. Springer.

Wineburg, S., Breakstone, J., McGrew, S., Smith, M. D., & Ortega, T. (2022). Lateral reading on the open Internet: A district-wide field study in high school government classes. Journal of Educational Psychology, 114(5), 893–909. https://doi.org/10.1037/edu0000740

Wissenschaftsrat. (2022). Empfehlungen zur Digitalisierung in Lehre und Studium. https://doi.org/10.57674/sg3e-wm53

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, 11. https://doi.org/10.3389/fpsyg.2020.02192

Zlatkin-Troitschanskaia, O., Brückner, S., Nagel, M.-T., Bültman, A-K., Fischer, J., Molerov, D., & Schmidt, S. (2021a). Performance assessment and digital training framework for young professionals’ generic and domain-specific online reasoning in law, medicine and teacher practice. Journal of Supranational Policies of Education, 13, 9–36. https://doi.org/10.15366/jospoe2021.1

Zlatkin-Troitschanskaia, O., Hartig, J., Goldhammer, F., & Krstev, J. (2021b). Students’ online information use and learning progress in higher education – a critical literature review. Studies in Higher Education. https://doi.org/10.1080/03075079.2021.1953336

Zlatkin-Troitschanskaia, O., Shavelson, R. J., Schmidt, S., & Beck, K. (2019). On the complementarity of holistic and analytic approaches to performance assessment scoring. The British Journal of Educational Psychology, 89(3), 468–484. https://doi.org/10.1111/bjep.12286