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Dr NIEMINEN, Juuso Henrik

Dr NIEMINEN, Juuso Henrik

Assistant Professor

Academic Unit of Social Contexts and Policies of Education


Honorary Fellow at Deakin University, The Centre for Research in Assessment and Digital Learning (CRADLE)
B.Sc. (University of Helsinki), M.Phil. (University of Helsinki), M.Ed. (University of Helsinki), PhD (University of Helsinki)


[javascript protected email address]


(852) 3917 0371


Room 644, Meng Wah Complex

Research Expertise

  • Assessment, Testing and Measurement
  • Mathematics Education
  • Higher Education Policy and Practice
  • Equity, Equality and Social Justice in Education
  • Sociology and Philosophy of Education

Prospective PhD/ EdD/ MPhil Applications

I am available to supervise PhD/EdD/MPhil students and would welcome enquiries for supervision.

The overall theme of my research is educational assessment as a social, cultural, historical and political phenomenon, often from the student's point of view. My work is interdisciplinary, spanning research fields such as educational psychology, sociology, science and technology studies and disability studies.


I hold teaching degrees in mathematics and technology education and in special/inclusive education. At the moment my research mostly concerns the context of higher education. Methodologically, I specialise in qualitative methods and research synthesis.


Key themes of my research:


  • Student-centred assessment practices (e.g. self-assessment, authentic assessment)
  • Student perspectives on assessment and feedback
  • Social, cultural and political approaches to assessment and assessment research
  • The questions of diversity, equity, inclusion and belonging in assessment

  • Banting Postdoctoral Fellowship Award, ranked 1st out of the 181 applications at The Social Sciences and Humanities Research Council (SSHRC) (Canada, 2022)
  • Emil Aaltonen Foundation, Personal Research Grant (Finland, 2020)
  • Finnish National Agency for Education, Project Grant for Teacher Professional Development Projects (project manager) (Finland, 2019)

Principal Investigator

  • Inclusive learning environments in higher STEM education: supporting the sense of belonging of students with disabilities. Banting Postdoctoral Fellowship, Ontario Tech University. CAD 140.000. (2022-2024)
  • Student agency in assessment: an intervention and a longitudinal study in higher education. The University of Hong Kong, Faculty of Education: Project-based Research Funding. HK$ 60.000. (2022-2024)
  • Student feedback literacy amidst the structures of higher education: a mixed methods study. The University of Hong Kong: Seed Fund for Basic Research for New Staff. HK$ 150.000. (2022-2024)

Student-centred assessment in higher education


  • Nieminen, J. H., Bearman, M., & Ajjawi, R. (2022). Designing the digital in authentic assessment: is it fit for purpose? Assessment & Evaluation in Higher Education.

  • Bearman, M., Nieminen, J. H., & Ajjawi, R. (2022). Designing assessment in a digital world: an organising framework. Assessment & Evaluation in Higher Education.

  • Nieminen, J. H., Tai, J., Boud, D., & Henderson, M. (2022). Student agency in feedback: beyond the individual. Assessment & Evaluation in Higher Education, 47(1), 95-108.

  • Nieminen, J. H., Asikainen, H., & Rämö, J. (2021). 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.

  • Häsä, J., Rämö, J., & Nieminen, J. H. (2021). Supporting quality of learning by letting students give their own grades – An innovative self-assessment model in university mathematics. In Yan, Z. & Yang, L. (Eds.), Assessment as learning: Maximising opportunities for student learning and achievement (pp. 232–244). Routledge.

  • Nieminen, J. H. (2020). Disrupting the power relations of grading in higher education through summative self-assessment. Teaching in Higher Education.

  • 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.
  • 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). Cambridge Scholars Publishing.

  • 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., 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.

Inclusive assessment in higher education


Socio-political and -historical approaches to assessment and assessment research


Inclusion, belonging and well-being in higher education


  • Nieminen, J. H. & Pesonen, H. V. (2022). Anti-ableist pedagogies in higher education: A systems approach.  Journal of University Teaching & Learning Practice, 19(4).

  • 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.

  • Nieminen, J. H. & Pesonen, H. V. (2021). Politicising inclusive learning environments: How to foster belonging and prevent ableism? Higher Education Research & Development.

  • 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.

  • 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.

  • 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.

  • 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.

 Mathematics education and assessment


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

  • Nieminen, J. H. (in press). Universal Design for Assessment in mathematics. Proceedings of the Twelth Congress of the European Society for Research in Mathematics Education.

  • Nieminen, J. H. & Atjonen, P. (2022). The assessment culture of mathematics in Finland: a student perspective. Research in Mathematics Education.

  • 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.

  • 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.



  • Pesonen, H. & Nieminen, J. H. (2021). Huomioi oppimisen esteet: inklusiivinen opetus korkeakoulutuksessa. [Inclusive teaching practices in higher education.] PS-kustannus.

  • Luostarinen, A. & Nieminen, J. H. (2019). Arvioinnin käsikirja. [Handbook of assessment] PS-kustannus.

  • Associate editor in Higher Education Research & Development (2020 -)
  • Member of the Faculty of Education Research Ethics Committee
  • Member of the Organizing Committee of the Topic Study Group 4 (Mathematics Education for Students with Special Needs) at the ICME14 (International Congress on Mathematics Education, Shanghai, China, 2021).
  • Member of the International Program Committee of CERME13 (Conference of the European Society for Research in Mathematics Education, Budapest, Hungary, 2023).
  • Co-convenor of the Thematic Working Group 10 (Diversity and Mathematics Education: Social, Cultural and Political Challenge) at CERME (Conference of the European Society for Research in Mathematics Education).
  • Academic reviewer in various journals in higher education, mathematics education and beyond (e.g. Assessment & Evaluation in Higher Education, BMC Medical Education, CBE Life Sciences Education, Computers & Education, Educational Studies in Mathematics, Journal of Mathematics Teacher Education, Learning and Individual Differences, Learning, Culture and Social Interaction...).