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

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

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).

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


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.

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.

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.

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.

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.

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.


Banerjee, M., Zlatkin-Troitschanskaia, O., & Roeper, J. (2020). Narratives and their Impact on Students’ Information Seeking and Critical Online Reasoning in Higher Education Economics and Medicine. Frontiers in Education (Vol. 5, p. 223). doi: 10.3389/feduc.2020.570625

Braun, H., Shavelson, R., Zlatkin-Troitschanskaia, O., & Borowiec, K. (2020). Performance Assessment of Critical Thinking: Conceptualization, Design and Implementation. Frontiers in Education (Vol. 5, p. 156). doi: 10.3389/feduc.2020.00156

Brückner, S., Zlatkin-Troitschanskaia, O., Küchemann, S., Klein, P., & Kuhn, J. (2020). Changes in Students’ Understanding of and Visual Attention on Digitally Represented Graphs Across Two Domains in Higher Education: A Postreplication Study. Frontiers in psychology(Vol. 11, p. 2090). doi: 10.3389/fpsyg.2020.02090

Drachsler, H. & Goldhammer, F. (2020). Learning analytics and eAssessment – towards computational psychometrics by combining psychometrics with learning analytics. (pp. 67–80). Springer.

Hahnel, C., Eichmann, B., & Goldhammer, F. (2020). Evaluation of Online Information in University Students: Development and Scaling of the Screening Instrument EVON. Frontiers in Psychology, 11. doi: 10.3389/fpsyg.2020.562128

Hermkes, R., & Minnameier, G. (2020). Learning to fly through informational turbulence and taking a stand: The case of the minimum wage. Frontiers in Education (Vol. 5, p. 181). doi:10.3389/feduc.2020.573020

Lücking, A., Brückner, S., Abrami, G., Uslu, T., & Mehler, A. (2020). Computational linguistic assessment of textbook and online learning media by means of threshold concepts in business education. doi: Frontiers in Education.doi: 10.3389/feduc.2020.578475

Mahlow, N., Hahnel, C., Kroehne, U., Artelt, C., Goldhammer, F., & Schoor, C. (2020). More Than (Single) Text Comprehension?–On University Students’ Understanding of Multiple Documents. Frontiers in Psychology11. doi: 10.3389/fpsyg.2020.562450

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.

Mehler, A., Hemati, W., Welke, P., Konca, M., & Uslu, T. (2020). Multiple Texts as a Limiting Factor in Online Learning: Quantifying (Dis-) similarities of Knowledge Networks. Frontiers in Education, 5. doi: 10.3389/feduc.2020.562670

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 (Vol. 5, p. 258). doi: 10.3389/feduc.2020.577843

Nagel, M. T., Schäfer, S., Zlatkin-Troitschanskaia, O., Schemer, C., Maurer, M., Molerov, D., ... & 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 (Vol. 5, p. 232). doi: 10.3389/feduc.2020.565062

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(Vol. 11, p. 3301). doi: 10.3389/fpsyg.2020.576273

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.



Klein, P., Küchemann, S., Brückner, S., Zlatkin-Troitschanskaia, O., & Kuhn, J. (2019). Student understanding of graph slope and area under a curve: A replication study comparing first-year physics and economics students. Physical Review Physics Education Research, 15(2), 1-17

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.

Zlatkin-Troitschanskaia, O. (Eds.) (2019). Frontiers and Advances in Positive Learning in the Age of InformaTiOn (PLATO). Wiesbaden: Springer. DOI: 10.1007/978-3-030-26578-6

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.



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.

Zlatkin-Troitschanskaia, O., Wittum, G. & Dengel, A. (Eds.) (2018). Positive Learning in the Age of Information (PLATO) – A blessing or a curse? Wiesbaden: Springer.