Project

Project Tittle	Project Type	Funding Body	Principle-Investigator	Co-Investigator	Year
Research Grants
Investigating Parents’ Assessment Literacy in the Digital Era and its Association with Students’ Academic Learning: Instrument Development and Model Validation 	General Research Grant	Research Grant Committee, Hong Kong Government	Dr. Zhu Jinxin		2026-2028
Understanding student engagement with the feedback provided by Generative Artificial Intelligence: Patterns, dynamics and influencing factors 	General Research Grant	Research Grant Committee, Hong Kong Government	Dr. Zhan Ying		2026-2028
Bottom-up Assessment Reform: The Student-centred Assessment-driven Learning (SCADL) Platform (Project No.: SRFS2425-8H01) 	RGC Senior Research Fellow Scheme	Research Grant Committee, Hong Kong Government	Dr. Yan Zi		2025-2029
Assessing the impact of feedback on self-directed learning in the age of generative AI: The role of university students’ evaluative feedback environment and feedback orientation (Project No.: 18611525) 	General Research Grant	Research Grant Committee, Hong Kong Government	Dr. Yang Lan	David Boud, Phillip Dawson, Dragan Gašević, Zi Yan, Di Zou	2025-2027
Foster or hinder learning? The role of Generative Artificial Intelligence in the self-assessment process (Project No.: 18613924) 	General Research Grant	Research Grant Committee, Hong Kong Government	Dr. Yan Zi	Dr. Yang Lan	2025-2027
Improving Post-graduate Students’ Academic Writing through Generative AI-Assisted Feedback 	FEHD Innovative Teaching Grant	FEHD	Dr. Zhu Jinxin		2025-2026
Provision of Services for Statistical Analysis for the Enhancement of the Mathematics Papers of Learning Achievement Measurement Kit (LAMK) 	Service Project	Education Bureau	Dr. Zhu Jinxin		2025-2026
Investigating the Factors Associated with Teachers' Feedback Literacy: Instrument Development and Validation 	Early Career Scheme (ECS)	Research Grant Committee, Hong Kong Government	Dr. Zhu Jinxin		2024-2027
Understanding university students' informal statistical thinking using a computer adaptive testing system: Instrument development 	EdUHK-Start up Research Grant	The Education University of Hong Kong (EdUHK)	Dr. Zhu Jinxin		2024-2025
Developing students’ feedback literacy through online interactive peer assessment: Interaction modes, sequential behavioural patterns, and influential factors 	General Research Fund (GRF)	Research Grant Committee, Hong Kong Government	Dr. Zhan Ying		2024-2025
Self-assessment Using ChatGPT in Foreign Language Learning: A Mixed-method Study in Translation Courses (Project No.: G-EdUHK803/23) 	Germany/Hong Kong Joint Research Scheme	Germany/Hong Kong Joint Funding Bodies (Not Specified in Detail)	Dr. Yan Zi		2024-2025
Assessing the relationships between Chinese students’ feedback orientation, feedback literacy, and learning engagement: A structural equation modeling approach (Project No.: 18610923) 	General Research Fund (GRF)	Research Grant Committee, Hong Kong Government	Dr. Yang Lan	Dr. Yan Zi	2023-2026
Investigating the facilitators and barriers of mathematics teachers’ assessment literacy in the digital era: Instrument development and validation 	General Research Fund (GRF)	Research Grant Committee, Hong Kong Government	Dr. Zhu Jinxin		2022-2025
Dual Feedback Literacies of Pre-service Teachers: Temporal Change, Interplay, and Influential Factors 	Early Career Scheme (ECS)	Research Grant Committee, Hong Kong Government	Dr. Zhan Ying		2022-2024
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
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
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
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
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
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
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
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
Teaching Grants
Towards A Sustainable Assessment Reform through Developing a Professional Development Website for Formative Assessment (Project No.: 2022/0356) 	Quality Education Fund Project	Quality Education Fund (QEF)	Dr. Yan Zi		2024-2025
Embedding Student Teachers’ Feedback Literacy Development in Online Peer Assessment Activities 	Teaching Development Grant (TDG) Project	Teaching Development Grant (TDG)	Dr. Zhan Ying		2023-2024
What can secondary students benefit from Team-based E-Assessment (TEA) and immediate feedback? Examining the impact of TEA on student learning via knowledge-transfer activities 	University Knowledge Transfer Office Grant Project	University Knowledge Transfer Office	Dr. Yang Lan	Hui Xuan Xu	2022-2023
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
Enhancing Assessment Literacy in Schools: Synergizing Assessment-for-learning and Assessment-as-learning (Project No.: 2019/1094) 	Quality Education Fund Project	Quality Education Fund (QEF)	Dr. Yan Zi		2021-2022
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
Harnessing the power of assessment to support pre-service teachers’ learning and professional development through an innovative blended learning approach (A + BLe) 	University-Level Teaching Development Grant Project	University-Level Teaching Development Grant	Dr. Yang Lan	Zi Yan, Cher Ping Lin, Daner Sun, Yuan Liang et al. (across FHM, FEHD, and FLASS)	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
Enhancing information literacy (IL) in Hong Kong higher education through the development and implementation of shared interactive multimedia courseware 	UGC Teaching & Learning Project on Information Literacy	University Grants Committee (UGC)	Dr. Yang Lan		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

Ba, S., Zhan, Y., Huang, L., & Lu, G. (2025). Investigating the impact of ChatGPT-assisted feedback on the dynamics and outcomes of online inquiry-based discussion. British Journal of Educational Technology. https://doi.org/10.1111/bjet.13605
Ba, S., Yang, L., Yan, Z., Looi, C. K., & Gašević, D. (2025). Unraveling the mechanisms and effectiveness of AI-assisted feedback in education: A systematic literature review. Computers and Education Open, 9, 100284. https://doi.org/10.1016/j.caeo.2025.100284
Cao, Y., Yan, Z., Yang, L., Panadero, E., & Chen, C. (2025). Technology-mediated self-assessment in higher education: A critical review. Contemporary Educational Technology, 17(3), 588. https://doi.org/10.30935/cedtech/16739
Cheng, C. K., Mendoza, N. B., & Yan, Z., (2025). Collaborative lesson planning influences teachers’ self-regulated learning instruction (SRL-I): The mediating role of perceived benefits of SRL. European Journal of Education.
Gu, J., & Yan, Z. (2025). Effects of GenAI Interventions on Student Academic Performance: A Meta-Analysis. Journal of Educational Computing Research, 63(6), 1460-1492. https://doi.org/10.1177/07356331251349620
Gu, J., Xiao, Y. & Yan, Z. (2025). Empower Students With Internal Feedback: Unpack the Process of Internal Feedback in Language Classrooms. Asia-Pacific Edu Res, 34, 1795–1805. https://doi.org/10.1007/s40299-025-00993-z
Kuang, X., Li, H., Luo, W., Zhu, J., & Ren, F. (2025). The Mental Health Implications of People-Pleasing: Psychometric Properties and Latent Profiles of the Chinese People-Pleasing Questionnaire. PsyCh Journal (Impact Factor 1.3, Q3, JCR)
Lu, G., Ba, S., & Yang, L. (2025). Optimizing GAI-assisted formative feedback: An experimental study on its effects on engagement, shared metacognition, and learning performance in online collaborative learning. Education and Information Technologies. Advance online publication. https://doi.org/10.1007/s10639-025-13778-0
Mendoza, N. B. & Yan, Z. (2025). From beliefs to behaviors: Conceptualizing and assessing students’ practices that reflect a growth mindset. Social Psychology of Education, 28(1), 73. https://doi.org/10.1007/s11218-025-10032-w
Nieminen, J. H., Yan, Z., & Boud, D. (2025). Self-assessment design in a digital world: centring student agency. Assessment & Evaluation in Higher Education, 50(5), 732–746. https://doi.org/10.1080/02602938.2025.2467647
Pastore, S., Yan, Z., & Lao, H. (2025). Teacher instructional practices and strategies for student self-assessment. Assessment in Education: Principles, Policy & Practice, 32(2), 152–172. https://doi.org/10.1080/0969594X.2025.2510204
Wang, X., Yan, Z., Tang, A., Chen, C., Chen, J., & Xiong, Y. (2025). Adversity quotient influences self-regulated learning strategies via achievement motivation among Chinese university students. Education Sciences, 15(8), 1042. https://doi.org/10.3390/educsci15081042
Wu, J., Yan, Z., Yu, G., Xie, G., Li, L., Yang, Y., & Zhu, J. (2025). Enhancing mathematics achievement through teacher support: The mediating role of student feedback literacy. The Journal of Educational Research, 118(5), 517–527. https://doi.org/10.1080/00220671.2025.2508701
Yan, Z., & Mendoza, N. B. (2025). Learning and practicing simultaneously: the synergistic effect of online self-assessment diaries and teacher self-assessment instruction on learning and growth mindset. Assessment in Education: Principles, Policy & Practice, 32(3), 276-298. https://doi.org/10.1080/0969594X.2025.2534134
Yang, Y., Yan, Z., Zhu, J., Guo, W., Wu, J., & Huang, B. (2025). Exploring the mediating effect of feedback self-efficacy between students' self-feedback behavior and academic proficiency. Frontiers in Psychology, 16, 1637028. https://doi.org/10.3389/fpsyg.2025.1637028
Yang, Y., Yan, Z., Zhu, J., Guo, W., Wu, J., & Huang, B. Exploring factors influencing students' self-feedback: Insights from a structural equation modeling analysis using an extended theory of planned behavior framework. Frontiers in Psychology, 16, 1683523. https://doi.org/10.3389/fpsyg.2025.1683523
Yang, Y. L., Yan. Z., Zhu, J. Y., Guo, W. Y., Wu, J. S., & Huang, B. J. (2025). The Development and Validation of the Student Self-Feedback Behavior Scale (SfBS). Frontiers in Psychology, 15, 1495684. https://doi.org/10.3389/fpsyg.2024.1495684
Zeng, Y., & Zhan, Y. (2025). The effects of online student feedback sandwich on undergraduates’ problem-solving awareness and critical thinking disposition. Cogent Education, 12(1), 2523110.
Zhan, Y., Wan, Z. Y. & Each, N. (2025). Students’ English writing feedback literacy in peer assessment: Validating a discipline-and-context-specific scale. Language Testing in Asia, 1-16.
Zhan, Y. (2025). Interplay between student and teacher feedback literacies within pre-service teachers: A mixed-methods study. Assessment and Evaluation in Higher Education, 1-15.
Zhan, Y., & Teng, F. (2025). Testing the interplay among peer feedback, self-regulation, and writing performance: a cross-lagged analysis. Language Testing in Asia, 1-22.
Zhan, Y., & Yan, Z. (2025). Students’ engagement with ChatGPT feedback: Implications for student feedback literacy in the context of generative artificial intelligence. Assessment & Evaluation in Higher Education, 1-14. https://doi.org/10.1080/02602938.2025.2471821
Zhan, Y., Boud, D., Dawson, P., & Yan, Z. (2025). Generative artificial intelligence as an enabler of student feedback engagement: a framework. Higher Education Research & Development, 44(5), 1289-1304. https://doi.org/10.1080/07294360.2025.2476513
Zhan, Y., & Teng, M. F. (2025). Assessing English writing self-efficacy beliefs, self-regulation, and performance through asynchronous computer-mediated feedback and face-to-face peer feedback. Educational Assessment, 30(1), 4-20.
Zhan, Y., Wan, Z. H. & Kohn, M. (2025). What predicts undergraduates’ student feedback literacy? Impacts of epistemic beliefs and mediation of critical thinking. Teaching in Higher Education, 30(4), 843-861.
Zhang, L. X., Yan, Z., & Wang, X. (2025). Understanding Music Teachers’ Formative Assessment Intention and Implementation: A Chinese Mainland Context. International Journal of Music Education. https://doi.org/10.1177/02557614251315461
hang, D., Yang, L., Yan, Z., Lee, J. C. K., & Chan, K. (2025). The relationship between formative assessment, science interest, and science achievement: a mediation model. Educational Psychology, 45(3), 359–376. https://doi.org/10.1080/01443410.2025.2470829
Zhu, J. Y., Yang, Y. L., & Yan. Z. (2025). Psychometric properties of the Feedback Literacy Behaviour Scale (FLBS) for Chinese students. Asia Pacific Journal of Education, 1–30. https://doi.org/10.1080/02188791.2025.2537390
Zhu, J. (2025). Chinese teachers’ assessment self-efficacy and the effects of gender and teaching experience. Journal of Applied Measurement.
Zhu, Y., Zhu, J. (2025). Nursing students’ competence and perceived mentor assessment literacy: the mediating role of self-efficacy and gender bias. BMC Nursing, 24, 1243. https://doi.org/10.1186/s12912-025-03862-8
Dawson, P., Yan, Z., Lipnevich, A., Tai, J., Boud, D., & Mahoney, P. (2024). Measuring what learners do in feedback: The Feedback Literacy Behaviour Scale. Assessment & Evaluation in Higher Education, 49(3), 348-362. https://doi.org/10.1080/02602938.2023.2240983
Häsä, J., Rämö, J. M., & Yan, Z. (2024). Examining the reciprocal influence between undergraduate students’ self-regulation and approaches to learning. Scandinavian Journal of Educational Research. https://doi.org/10.1080/00313831.2024.2394404
Mohd Ishar, N. I., Yan, Z., Mohd Nor, Z., Ramayah, T., Mohd Roslim, R. & Bond, T. (2024). Detecting Unfavourable Experience in the Face of Digital Disruption: Using Rasch Measures in PLS-SEM Analysis. Journal of Applied Measurement.
Li, Y., Wang, X., Chen, J., Lee, J. C. K., Yan, Z., & Li, J. B. (2024). Intervention Effects on Teacher Well-being: A Three-Level Meta-Analysis. Educational Psychology Review, 36, Article 129. https://doi.org/10.1007/s10648-024-09966-y
Wu, J. S., Yan, Z., Chen, J., & Xiong, Y. (2024). The Perceived Teacher Support Scale (PTSS) for students: Development and psychometric studies. International Journal of Educational Research, 128, 102487. http://dx.doi.org/10.1016/j.ijer.2024.102487
Zhan, Y., Sun, D., Kong, H. M., & Zeng, Y. (2024). Primary school teachers' classroom‐based e‐assessment practices: Insights from the theory of planned behaviour. British Journal of Educational Technology, 55(6), 2740-2759.
Zhan, Y., So, W. M. W., Sun, D. & Yan, Z. (2024). Is it useful, acceptable, or controllable? Hong Kong primary school teachers’ e-assessment practices in changing time. Research and Practice in Technology Enhanced Learning, 19. https://doi.org/10.58459/rptel.2024.19033
Zhan, Y. (2024). Are they ready? An investigation of university students’ difficulties in peer assessment from dual perspectives. Teaching in Higher Education, 39(4), 823-840.
Zhan, Y. (2024). Feedback literacy of teacher candidates: Roles of assessment course learning experience and motivations for becoming a teacher. The Asia-Pacific Education Researcher, 33(5), 1117-1127.
Zhan, Y., Wan, Z. H., Chen, J., & Wang, M. (2024). How is student resilience affected by teacher feedback, teacher support, and achievement goals? A mediation model based on PISA 2018 survey data. The Asia-Pacific Education Researcher, 33(3), 671-682.
Zhang, Y., Zhan, Y., Wan, Z. H., & Sun, D. (2024). What are the effects of formative assessment on students’ science learning motivational beliefs and behaviours? Comparison between Western and East Asian learners. International Journal of Science Education, 46(9), 858-873.
Zhu, J., Yang, Y., & Yan, Z. (2024). Relationships between teacher feedback and English writing proficiency in Chinese Students: The mediating effect of writing self-regulated learning strategies. System, 123, 103338. https://doi.org/10.1016/j.system.2024.103338
Chan, K., Bond, T., & Yan, Z. (2023). Application of an automated essay scoring engine to English writing assessment using Many-facets Rasch Measurement. Language Testing, 40(1), 61-85. https://doi.org/10.1177/02655322221076025
Chen, J., Zhang, L., Li X., Li, Y., Xu, W., & Yan, Z. (2023). The multidimensional teacher well-being: a mixed-methods approach. Teachers and Teaching: Theory and Practice, 30(6), 724-744.
Li, Z., Yan, Z., Chan, K. K. Y., Zhan, Y., & Guo, W. Y. (2023). The role of a professional development program in improving primary teachers’ formative assessment literacy. Teacher Development, 27(4), 447-467.
Li, Z., Yan, Z., Chan, K. K. Y., Zhan, Y., & Guo, W. Y. (2023). The role of professional development program in improving primary teachers’ formative assessment literacy. Teacher Development, 27(4), 477-467. https://doi.org/10.1080/13664530.2023.2223595
Mendoza, N. B. & Yan, Z. (2023). Exploring the moderating role of well-being on the adaptive link between self-assessment practices and learning achievement. Studies in Educational Evaluation, 77, 101249. https://doi.org/10.1016/j.stueduc.2023.101249
Mendoza, N. B., Yan, Z., & King, R.B. (2023). Supporting students’ intrinsic motivation for online learning tasks: The effect of need-supportive task instructions on motivation, self-assessment, and task performance. Computers and Education, 193, 104663. https://doi.org/10.1016/j.compedu.2022.104663
Mendoza, N. B., & Dizon, J. I. W. T. (2023). Autonomy-supportive leadership from Principal buffers the effect of stress on teacher well-being: A cross-sectional study amid the COVID-19 pandemic. Social Psychology of Education.
Mendoza, N. B., King, R.B., & Haw, J. (2023). The mental health and well-being of students and teachers during the COVID-19 pandemic: Combining classical statistics and machine learning approaches. Educational Psychology.
Mendoza, N., & Yan, Z. (2023). Exploring the moderating role of well-being on the adaptive link between self-assessment practices and learning achievement. Studies in Educational Evaluation, 77, 101249. https://doi.org/10.1016/j.stueduc.2023.101249
Mendoza, N.B., Yan, Z., & King R.B. (2023). Supporting students’ intrinsic motivation for online learning tasks: The effect of need-supportive task instructions on motivation, self-assessment, and task performance. Computers & Education, 193, 104663. https://doi.org/10.1016/j.compedu.2022.104663
Mendoza, N., Yan, Z., & King, R. (2023). Domain-specific motivation and self-assessment practice as mechanisms linking perceived need-supportive teaching to student achievement. European Journal of Psychology of Education, 38, 607–630. https://doi.org/10.1007/s10212-022-00620-1
Wan, Z. H., Lee, J. C-K., Yan, Z., & Ko, P. Y. (2023). Self-regulatory school climate, group regulation and individual regulatory ability: towards a model integrating three domains of self-regulated learning. Educational Studies, 49(5), 783-798. https://doi.org/10.1080/03055698.2021.1894093
Yan Z., Panadero E., Wang, X., & Zhan, Y. (2023). A systematic review on students’ perceptions of self-assessment: Usefulness and factors influencing implementation. Educational Psychology Review, 35, 81. https://doi.org/10.1007/s10648-023-09799-1
Yan, Z., Panadero, E., Wang, X., & Zhan, Y. (2023). A systematic review on students’ perceptions of self-assessment: usefulness and factors influencing implementation. Educational Psychology Review, 35(3), 81. https://doi.org/10.1007/s10648-023-09799-1
Yan, Z., & Chiu, M. M. (2023). The relationship between formative assessment and reading achievement: A multilevel analysis of students in 19 countries/regions. British Educational Research Journal, 49, 186-208. https://doi.org/10.1002/berj.3837
Yan, Z., & King, R. B. (2023). Assessment is contagious: The social contagion of formative assessment practices and self-efficacy among teachers. Assessment in Education: Principles, Policy & Practice, 30(2), 130-150. https://doi.org/10.1080/0969594X.2023.2198676
Yan, Z. (2023). Applications of Rasch measurement in research and practice. Vietnam Journal of Educational Sciences, 4(19), 10-21. http://vjes.edu.vn/sites/default/files/vjes_-_vol_19_-_is_03_-10-21.pdf
Yan, Z., Brubacher, S. P., Boud, D., & Powell, M. (2023). The influence of self-assessment practices on online training for investigative interviewing skills. Studies in Educational Evaluation, 76, 101236. https://doi.org/10.1016/j.stueduc.2023.101236
Yan, Z., Wang, X., Boud, D., & Lao, H. (2023). The effect of self-assessment on academic performance and the role of the explicitness: A meta-analysis. Assessment & Evaluation in Higher Education, 48(1), 1-15. https://doi.org/10.1080/02602938.2021.2012644
Yang, L., Yan, Z., Zhang, D., Boud, D., & Datu, J. A. (2023). Exploring the roles of academic self-concept and perseverance of effort in self-assessment practices. Assessment in Education: Principles, Policy & Practice, 30(2), 147–166. https://doi.org/10.1080/0969594X.2023.2191161
Yang, L., Wu, Y., Liang, Y., & Yang, M. (2023). Unpacking the complexities of emotional responses to external feedback, internal feedback orientation and emotion regulation in higher education: A qualitative exploration. Systems, 11(6), 315. https://doi.org/10.3390/systems11060315
Yang, L., Yan, Z., Zhang, D., Boud, D., & Datu, J. A. (2023). Exploring the roles of academic self-concept and perseverance of effort in self-assessment practices. Assessment in Education: Principles, Policy & Practice, 30(2), 104-129. https://doi.org/10.1080/0969594X.2023.2191161
Zhan, Y. (2023). What do college students think of feedback literacy? An ecological interpretation of Hong Kong students’ perspectives. Assessment & Evaluation in Higher Education, 48(5), 686-700.
Zhan, Y., Yan, Z., Wan, Z. H., Wang, X., Zeng, Y., Yang, M., & Yang, L. (2023). Effects of online peer assessment on higher-order thinking: A meta-analysis. British Journal of Educational Technology, 54(4), 13310. https://doi.org/10.1111/bjet.13310
Zhan, Y. (2023). Beyond technology: Factors influencing the effects of teachers’ audio feedback on students’ project-based learning. Technology, Pedagogy and Education, 32(1), 91-103.
Chen, C.-W., Andersson, B., & Zhu, J. (2022). A factor mixture model for item responses and certainty of response indices to identify student knowledge profiles. Journal of Educational Measurement.
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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. https://doi.org/10.5840/jbee2021185
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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, 100985. https://doi.org/10.1016/j.stueduc.2021.100985
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Zhan, Y. (2021). What matters in design? Cultivating undergraduates’ critical thinking through online peer assessment in a Confucian heritage context. Assessment and Evaluation in Higher Education, 48(4), 615-630.
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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
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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
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Wong, P. M. D., Kennedy, K. J., & Yan, Z. (2019). Validation of a translated measurement scale to assess Chinese business students’ orientation towards corporate social responsibility. Journal of Education for Business, 94(7), 446-456. https://doi.org/10.1080/08832323.2018.1554553
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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.
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Chen, H.-F. & Zhu, J. (2017). Optimal items for assessing parental involvement across different groups during middle childhood. Journal of Child and Family Studies, 26(11), 2999-3012. (Impact Factor 2.1, Q3, JCR)
Davies, M. D., Elliott, S. N., Sin, K. F., Yan, Z., & Yel, N. (2017). Using adjustments to support the learning and assessment needs of students with disabilities: Macao and Mainland China teachers’ reports. International Journal of Disability, Development, & Education. https://doi.org/10.1080/1034912X.2017.1346238
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Sin, K. F., & Yan, Z. (2016). Delivering an in-service teacher training course for inclusion in Hong Kong: Evaluation and reflection. Education Research Frontier, 6(4), 108-117.
Siu, A. F. Y., Yan, Z., Ho, F. C. (2016). Attributional style, positive illusory bias, and self-concept of children with and without attention deficit hyperactivity disorder. Asian Journal of Inclusive Education, 4(1), 5-25.
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.
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Cooper, P., & Yan, Z. (2015). Some possible effects of behaviour management training on teacher confidence and competence: evidence from a study of primary school teachers in Hong Kong. Educational Studies, 41(1-2), 156-170. https://doi.org/10.1080/03055698.2014.955739
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Ho, F. C., & Yan, Z. (2014). Identification of the patterns of Chinese character recognition in students with learning disabilities requiring Tier-2 support: a Rasch analysis. Educational Psychology, 34(3), 305-322. https://doi.org/10.1080/01443410.2013.785060
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Sin, K. F., Lui, M., Yan, Z., Ho, F. C., Au, M. L., & Forlin, C (2013). The implications of the “Study on Equal Learning Opportunities for Students with Disabilities under the Integrated Education System”. Hong Kong Special Education Forum, 15, 106-110. (in Chinese)
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.
Yan, Z., & Mok, M. M. C. (2012). Validating the Coping Scale for Chinese Athletes using multidimensional Rasch analysis. Psychology of Sport and Exercise, 13, 271-279. https://doi.org/10.1016/j.psychsport.2011.11.013
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. & Bond, T. G. (2011). Developing a Rasch measurement physical fitness scale for Hong Kong primary school-aged students. Measurement in Physical Education and Exercise Science, 15(3), 182-203. https://doi.org/10.1080/1091367X.2011.590772
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