Project

Project Tittle	Project Type	Funding Body	Principle-Investigator	Co-Investigator	Year
Research Grants
Developing students’ evaluative judgment and feedback literacy through self-assessment: An experimental study  	General Research Grant	Research Grant Committee, Hong Kong Government	Dr. Yan Zi	Prof. David Boud; Prof. Chiu Ming Ming; Dr. Ronnel King	2022-2023
Harnessing the Power of Teacher Feedback to Enhance Learning Outcomes: The Roles of Students’ Feedback Orientations and Learning Engagement 	General Research Grant	Research Grant Committee, Hong Kong Government	Dr. Yang Lan	Prof. Chiu Ming Ming; LEUNG, Shing On; Prof SIN, Kuen Fung; TANG, Shaobing; Dr YAN, Zi	2021-2022
Unpacking Student Self-assessment Processes: A Longitudinal Naturalistic Experiment 	General Research Fund	Research Grant Committee, Hong Kong Government	Dr. Yan Zi	Prof. Gavin Brown; Prof. Chiu Ming Ming; Prof. Ko Po-yuk	2020-2021
A Structural Understanding of Formative Assessment: Predictor, Intention, and Practice 	General Research Fund	Research Grant Committee, Hong Kong Government	Dr. Yan Zi	Dr. Cheng Chi Keung Eric; Prof. Mok Mo Ching Magdalena	2019-2021
Student Self-assessment: Calibration, predictors and effects 	General Research Fund	Research Grant Committee, Hong Kong Government	Dr. Yan Zi	Prof. Gavin Brown; Dr. Cheng Chi Keung Eric	2016-2017
Investigating Primary School Teachers’ E-assessment Practices, Intentions and Influencing Factors in the New Normal: Implications for Developing E-assessment Policy 	Public policy research fund		Dr. Zhang Ying	Dr. So Wing Mui, Dr. Yan Zi	2022-2023
When assessment meets higher-order thinking (HOT): Building up a cluster for integrating the research on assessment and HOT 	Research Cluster Fund	FEHD	Dr. Zhang Ying	Dr. Chiu Ming Ming, Dr. Yan Zi et al.	2021-2023
Translating research into actionable approaches for developing student assessment literacy 	Research Impact Grant	EdUHK	Dr. Yang Min	Dr.Yan Zi;Dr. Yang Lan;Dr. Zhan Yin	2020-2021
Investigating Teacher Feedback Literacy from The Perspectives of Teacher Educator and Student Teachers: A Pilot Study 	Start-up Research Grant	EdUHK	Dr. Zhan Ying		2020-2021
Investigation into the obstacles Hong Kong undergraduates encounter in online peer feedback processes: Dual perspectives 	Seed Funding Grant	EdUHK	Dr. Zhan Ying	Dr. Sun Daner	2020-2021
Key Research Area “Assessment Research into Enhancing Learning and Teaching” 	Research Cluster Fund	EdUHK	Dr. Yan Zi	Dr. Yan Lan; Dr. Yang Min; Dr. Zhan Ying	2019-2021
Developing evaluative judgment among students: An Interactive Assessment and Feedback Process” 	Seed Fund, The FEHD Internationalization and Exchange Research Scheme	FEHD	Dr Yan Zi		2019-2021
All that Effort of Feedback Research, But what is the Effect in Chinese Secondary Students? Identify Impact through INFACT (Innovative Formative Assessment Collaborative Team) 	Research Cluster Fund	EdUHK	Dr. Yang Lan	Dr. Yang Min; Dr Yan Zi; Prof.Mok Mo Ching Magdalena; Pro. Lee Chi Kin John; Prof. Chiu Ming Ming	2017-2020
Teaching Grants
Dual Feedback Literacies of Pre-service Teachers: Temporal Change, Interplay and Influential Factors 	Early career scheme		Dr. Zhan Ying		2022-2022
Feedback Matters to Achievement, but How it is Proceeded Psychologically by University Students to Harness its Sustainable Power? A Cross-Cultural Longitudinal Study 	Research cluster fund	EdUHK	Dr. Yang Lan	Dr. Fok Ping Kwan, Dr. Yan Zi, Dr. Yang Lan, Dr. Zhan Ying et al.	2021-2023
Teachers' revised assessment practices and effects on secondary-four students' learning outcomes and wellbeing: Assessment reform of Liberal Studies / Civic and Social Development 	Research cluster fund	EdUHK	Dr. Yang Min	Dr. Yan Zi, Dr. Yang Min et al.	2021-2023
Cultivating student teachers’ capability for collaborative problem-solving in curriculum and assessment planning through communities of inquiry 	Faculty level TDG	EdUHK	Dr. Yang Min	Dr. Zhan Ying, Dr. Chan Ngok-Cheng, Dr. Yang Lan, et al.	2020-2022
Enhancing Assessment Literacy in Schools: Synergizing Assessment-for-learning and Assessment-as-learning 	Quality Educaiton Fund	Quality Educaiton Fund, Hong Kong Government	Dr. Yan Zi	Prof. Ko Po-yuk; Dr. Cheng Chi Keung Eric; Dr. Yang Min; Dr. Yang Lan; Dr. Lao Hong Ling	2021-2022
Harnessing the Power of Assessment to Support Pre-service Teachers' Learning and Professional Development Through an Innovative Blended Learning Approach (A+BLe) 	Teaching Development Grant (University-level)	EdUHK	Dr. Yang Lan	Prof LIM, Cher Ping; Dr FONG, Wai Tsz Ricci;Ms CHAN, Ngok Cheng; Dr FOK, Ping Kwan; Dr YAN, Zi ; Dr YUN, Pui Ho Patrick; Dr XU, Hui Xuan; Prof KO, Po Yuk; Dr HUI, Lai Ping Dorothy; Dr SUN, Jin; Dr YEUNG, Siu Sze; Dr BUCHTEL, Emma Ellen Kathrina; Dr GAO, Fang; Dr LU, Jiafang; Dr SZETO, Sing Ying Elson; Dr ZHANG, Qiaoping;	2020-2022
Developing school teachers’ capacity for collaborative knowledge building in a MOOC learning environment in Mainland China 	Knowledge Transfer Grant	EdUHK	Dr. Yang Min	Dr. Zhan Yin;Dr. Ma Ning	2020-2022
Supporting education students’ constructive peer feedback seeking and self-reflection 	Innovative Teaching Grant	EdUHK	Dr. Yang Min	Dr.Wan Zhihong.;Dr.Zhan Yin;Dr. Yang Lan	2020-2021
Focused Knowledge Transfer Grant 	Knowledge Transfer Grant	FEHD, EdUHK	Dr. Yan Zi	Dr. Zhan Ying	2019-2021
Exploring an Innovative Teaching Approach (TBL) to Implement Formative Feedback to Support Students’ Learning 	Innovative Teaching Fund	EdUHK	Dr. Yang Lan	Dr. Yeung Siu Sze	2018-2019
Enhancing learning engagement and outcomes through formative e-assessment tasks in the General Education foundation course 	Teaching Development Grant	EdUHK	Dr. Zhan Ying	Dr. Sun Daner, Chan Ngok Cheng,Dr. Chan Kam Wing, Lam Tak Shing;Dr. Lee Tai Hoi	2018-2019
Developing Peer-and Self-assessment Strategies for the Enhancement of Student Learning Outcomes 	Teaching Development Grant (Faculty-level)	EdUHK	Dr. Yang Min	Dr. Yang Lan; Dr.Xu Huixuan;Dr.Lee Tai Hoi Theodore;Dr. Han Chung Wai Christina	2017-2018

Books

• Yan, Z. (2023). Student self-assessment as a process for learning. Routledge.
• Yan, Z., & Yang, L. (Eds.). (2022) Assessment as learning: Maximising opportunities for student learning and achievement. London: Routledge.
• Bond, T. G., Yan, Z., & Heene, M. (2020). Applying the Rasch model: Fundamental measurement in the human sciences (4th ed.). New York: Routledge. www.routledge.com/9780367141424.
• Kong, S. C., Wong, T.L., Yang, M., Chow, C. F., & Tse, K. H. (2017). Theories and Emerging Practices in Scholarship of Learning and Teaching in Higher Education in a Digital Technology Era. Singapore: Springer.

Journal Articles

• Gan, Z., Yan, Z., & An, Z. (2022). Development and Validation of an EFL Speaking Self-Efficacy Scale in the Self-Regulated Learning Context. The Journal of AsiaTEFL, 19(1), 35-49.
• Wang, X., Yan, Z., Huang, Y., Tang, A., & Chen, J. (2022). Re-Developing the Adversity Response Profile for Chinese University Students. International Journal of Environmental Research and Public Health, 19(11), 6389.
• Mendoza, N. B., Yan, Z., & King, R. B. (2022). Domain-specific motivation and self-assessment practice as mechanisms linking perceived need-supportive teaching to student achievement. European Journal of Psychology of Education, 1-24.
• Yan, Z., Lee, J. C., Hui, S. K. F., & Lao, H. (2022). Enhancing Students' Self-Efficacy in Creativity and Learning Performance in the Context of English Learning: The Use of Self-Assessment Mind Maps. Frontiers in psychology, 13, 871781-871781.
• Yan, Z., Chiu, M. M., & Cheng, E. C. K. (2022). Predicting teachers’ formative assessment practices: Teacher personal and contextual factors. Teaching and Teacher Education, 114, 103718.
• Wong, P. M. D., Kennedy, K. J., & Yan, Z. (2021). An Educational Intervention on Chinese Business Students’ Orientation Towards Corporate Social Responsibility. Journal of Business Ethics Education, 18, 79-102.
• Mendoza, N. B., Cheng, E. C., & Yan, Z. (2022). Assessing teachers’ collaborative lesson planning practices: Instrument development and validation using the SECI knowledge-creation model. Studies in Educational Evaluation, 73, 101139.
• Chan, K. K. Y., Bond, T., & Yan, Z. (2022). Application of an automated essay scoring engine to English writing assessment using many-facet rasch measurement. Language Testing, 02655322221076025.
• Yan, Z., & Boud, D. (2021). Conceptualising assessment-as-learning. In Assessment as Learning (pp. 11-24). Routledge.
• Yan, Z., Wang, X., Boud, D., & Lao, H. (2021). The effect of self-assessment on academic performance and the role of explicitness: a meta-analysis. Assessment & Evaluation in Higher Education, 1-15.
• Yan, Z., & Carless, D. (2021). Self-assessment is about more than self: the enabling role of feedback literacy. Assessment & Evaluation in Higher Education, 1-13.
• Yan, Z., King, R. B., & Haw, J. Y. (2021). Formative assessment, growth mindset, and achievement: examining their relations in the East and the West. Assessment in Education: Principles, Policy & Practice, 28(5-6), 676-702.
• Yang, L., Chiu, M. M., & Yan, Z. (2021). The power of teacher feedback in affecting student learning and achievement: insights from students’ perspective. Educational Psychology, 41(7), 821-824.
• Yan, Z., Xiao, Y., Sin, K., Yang, L., & Guo, W. (2021, July). Formative assessment practices in special school classrooms with the support of E-Books: A case study. In Frontiers in Education (Vol. 6).
• Mendoza, N. B., & Yan, Z. (2021). Involved and autonomy-supportive teachers make reflective students: Linking need-supportive teacher practices to student self-assessment practices. In Assessment as Learning (pp. 173-189). Routledge.
• Guo, W., Huang, Y., & Yan, Z. (2021). The conceptualisation of student self-assessment literacy: A case study of Chinese undergraduates. In Assessment as Learning (pp. 143-157). Routledge.
• Lao, H., & Yan, Z. (2021). Dancing with chains: How does assessment-as-learning fit in China?. In Assessment as Learning (pp. 112-126). Routledge.
• Yan, Z., Xiao, Y., Sin, K-F., Yang, L., & Guo, W-Y. (2021). Formative assessment practices in special school classrooms with the support of e-books: A case study. Frontiers in Education, https://doi.org/10.3389/feduc.2021.674869
• Yan Z., Li, Z., Panadero, E., Yang, M., Yang, L., & Lao, H. (2021). A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment. Assessment in Education: Principles, Policy & Practice. https://doi.org/10.1080/0969594X.2021.1884042
• Yan, Z., & Brown, G. T. L. (2021). Assessment for learning in the Hong Kong assessment reform: A case of policy borrowing. Studies in Educational Evaluation, 68. https://doi.org/10.1016/j.stueduc.2021.100985
• Yan, Z. (2021). Assessment-as-learning in classrooms: the challenges and professional development. Journal of Education for Teaching. https://doi.org/10.1080/02607476.2021.1885972
• Mendoza, N. B., & Yan, Z. (2021).Validation of a subject-specific student Self-assessment Practices Scale among secondary school students in the Philippines. Journal of Psychoeducational Assessment. https://doi.org/10.1177/0734282921994374
• Yan, Z. (2020). Self-assessment in the process of self-regulated learning and its relationship with academic achievement. Assessment & Evaluation in Higher Education, 45(2),224-238.https://doi.org/10.1080/02602938.2019.1629390.
• Yan, Z., Brown, G. T. L., Lee, C. K. J., & Qiu, X. L. (2020). Student self-assessment: Why do they do it? Educational Psychology, 40(4), 509-532. https://doi.org/10.1080/01443410.2019.1672038.
• Yan, Z., Brubacher, S., Boud, D., & Powell, M. (2020). Psychometric properties of the Self-assessment Practice Scale for professional training contexts: Evidence from confirmatory factor analysis and Rasch analysis. International Journal of Training and Development, 24(4), 357-373. https://doi.org/10.1111/ijtd.12201.
• Yan, Z., Chiu, M. M., & Ko, P. Y. (2020). Effects of self-assessment diaries on academic achievement, self-regulation, and motivation. Assessment in Education: Principles, Policy & Practice, 27(5), 562-583. https://doi.org/10.1080/0969594X.2020.1827221.
• Zhan, Y. (2020). Motivated or informed? Chinese undergraduates’ beliefs about the functions of continuous assessment in their College English course. Higher Education Research & Development. 39(5), 1055-1069. https://doi.org/10.1080/07294360.2019.1699029.
• Zhan, Y. (2020). What matters in design? Cultivating undergraduates’ critical thinking through online peer assessment in a Confucian heritage context. Assessment and Evaluation in Higher Education. https://doi.org/10.1080/02602938.2020.1804826.
• Yan, Z. (2020). Developing a short form of the Self-assessment Practices Scale: Psychometric Evidence. Frontiers in Education, 4, 153. https://doi.org/10.3389/feduc.2019.00153.
• Zhan, Y. (2020). What matters in design? Cultivating undergraduates’ critical thinking through online peer assessment in a Confucian heritage context. Assessment and Evaluation in Higher Education. https://doi.org/10.1080/02602938.2020.1804826.
• Guo, W. Y., & Yan, Z. (2019). Formative and summative assessment in Hong Kong primary schools: Students’ attitudes matter. Assessment in Education: Principles, Policy & Practice, 26(6), 675-699. https://doi.org/10.1080/0969594X.2019.1571993.
• Xiao, Y., & Yang, M. (2019). Formative assessment and self-regulated learning: How formative assessment supports students' self-regulation in English language learning. System, 81, 39-49. doi: 1177/0743558417698570.
• Zhan, Y. (2019). Conventional or sustainable? Chinese university students’ thinking about feedback used in their English lessons. Assessment and Evaluation in Higher Education. 44(7), 973-986. https://doi.org/10.1080/02602938.2018.1557105.
• So, W. W., Zhan, Y., Chow, C.K., Leung, C. F. (2018) Analysis of STEM activities in primary students' science projects in an informal learning environment. International Journal of Science and Mathematics Education.16, 1003–1023. https://doi.org/10.1007/s10763-017-9828-0.
• Yang, M., Yan, Z., and Coniam, D. (2018). A qualitative study of markers’ perceptions on onscreen marking in five subject areas. Educational Research and Evaluation, 23(7-8), 290-310. doi 10.1080/13803611.2018.1446836.
• Yan, Z. (2018). How teachers’ beliefs and demographic variables impact on self-regulated learning instruction. Educational Studies, 44(5), 564-577. https://doi.org/10.1080/03055698.2017.1382331
• Yan, Z. (2018). Student self-assessment practices: the role of gender, year level, and goal orientation. Assessment in Education: Principles, Policy & Practice, 25(2), 183-199. https://doi.org/10.1080/0969594X.2016.1218324.
• Yan, Z. (2018). The Self-assessment Practice Scale (SaPS) for students: Development and psychometric studies. The Asia-Pacific Education Researcher, 27(2), 123-135. https://doi.org/10.1007/s40299-018-0371-8.
• Yang, L.* & Yang, M. (2018). Exploring the Power of Teacher Feedback in Chinese Students: Testing the Relationships between Students’ Feedback Beliefs and Student Engagement. In Liem, G. A. D., & Tan, S. H. (Eds.)., Asian Education Miracles: In Search of Sociocultural and Psychological Explanations (155-173). New York: Routledge. https://repository.eduhk.hk/en/publications/exploring-the-power-of-teacher-feedback-in-chinese-students-testi.
• Zhan, Y. (2018). Chinese high school students’ test preparation strategies for a high-stakes computer-based English listening and speaking test: Roles of achievement goals. Asian EFL Journal. 20(1), 99-125.
• Yan, Z., & Brown, G. T. L. (2017). A cyclical self-assessment process: Towards a model of how students engage in self-assessment. Assessment & Evaluation in Higher Education, 42(8), 1247-1262. https://doi.org/10.1080/02602938.2016.1260091.
• Zhan, Y., & So, W. W. (2017). Views and practices from the chalkface: Development of a formative assessment multimedia learning environment. Technology, Pedagogy and Education. 26(4),501-515. https://doi.org/10.1080/1475939X.2017.1345783.
• Coniam, D., & Yan, Z. (2016). A comparative picture of the ease of use and acceptance of onscreen marking by markers across subject areas. British Journal of Educational Technology, 47(6), 1151-1167. https://doi.org/10.1111/bjet.12294.
• Yan, Z. (2016). The self-assessment practices of Hong Kong secondary students: Findings with a new instrument. Journal of Applied Measurement, 17(3), 335-353. https://www.researchgate.net/publication/310443914_The_Self-assessment_Practices_of_Hong_Kong_Secondary_Students_Findings_with_a_New_Instrument.
• Zhan, Y., & Wan, Z. H. (2016). Test takers’ beliefs and experiences of a high-stakes computer-based English listening and speaking test. RELC Journal, 47(3), 363-376. https://doi.org/10.1177/0033688216631174.
• Yang, M. (2015). Promoting self-sustained learning in higher education: The ISEE framework. Teaching in Higher Education, 20(6), 601-613. DOI: 10.1080/13562517.2015.1052785.
• Yang, M., Tai, M., & Lim, C. P. (2015). The role of e-portfolios in supporting productive learning. British Journal of Educational Technology, 47(6), 1276–1286. DOI: 10.1111/bjet.12316.
• Yan, Z., & Cheng, E. C. K. (2015). Primary teachers’ attitudes, intentions and practices regarding formative assessment. Teaching and Teacher Education, 45, 128-136. https://doi.org/10.1016/j.tate.2014.10.002.
• Yang, L., Sin, K. F., Li, X. Y., Guo, J. S. & Lui, M. (2014). Understanding the power of feedback in education: A validation study of the Feedback Orientation Scale (FOS) in Classrooms. The International Journal of Psychological and Educational Assessment, 16 (2), 21-46. https://repository.eduhk.hk/en/publications/understanding-the-power-of-feedback-in-education-a-validation-stu-5.
• Yan, Z., & Coniam, D. (2014). The effects of key demographic variables on markers’ perceived ease of use and acceptance of onscreen marking. Assessment in Education: Principles, Policy & Practice, 21(4), 464-480. https://doi.org/10.1080/0969594X.2014.953910.
• Yan, Z. (2014). Predicting teachers’ intentions to implement school-based assessment using the Theory of Planned Behaviour. Educational Research and Evaluation, 20(2), 83-97. https://doi.org/10.1080/13803611.2013.877394.
• Zhan, Y., & Andrews, S. (2014). Washback effects from a high-stakes examination on out-of-class English learning: Insights from possible self theories. Assessment in Education: Principles, Polices and Practice, 21(1), 71-89. https://doi.org/10.1080/0969594X.2012.757546.
• Yan, Z., & Coniam, D. (2013). Assessing the ease of use in the environment and markers’ acceptance of onscreen marking: A Rasch measurement perspective. Educational Research and Evaluation, 19(5), 461-483. https://doi.org/10.1080/13803611.2013.793604.
• Yang, M. & Carless, D. (2013). The feedback triangle and the enhancement of dialogic feedback processes. Teaching in Higher Education, 18(3), 285-297. DOI: 10.1080/13562517.2012.719154.
• Webster, B. and Yang, M. (2012). Transition, induction and goal achievement: First year experiences of Hong Kong undergraduates. Asia Pacific Education Review, 13(2), 359-368. DOI:10.1007/s12564-011-9185-6.
• Carless, D., Salter, D., Yang, M. & Lam, J. (2011). Developing sustainable feedback practices. Studies in Higher Education, 36(5), 395-407. DOI: 10.1080/03075071003642449.
• Yang, M., Webster, B. and Prosser, M. (2011). Exploring the variation in first year undergraduates’ induction into their academic discipline. International Journal for the Scholarship of Teaching and Learning, 5(1), 1-18. DOI: 10.20429/ijsotl.2011.050113.
• Yan, Z. (2010). Objective measurement in psychological science: An overview of Rasch model. Advances in Psychological Science, 18(8), 1298-1305. (in Chinese) http://journal.psych.ac.cn/xlkxjz/EN/abstract/abstract2119.shtml.