研资局高级研究学者计划

自下而上的评估改革： 以学生为中心的评估驱动学习平台

优配研究金

促进还是阻碍学习？生成式人工智能在自我评估过程中的作用

优配研究金

评估中国学生的反馈导向、反馈素养和学习参与度之间的关系：一项结构方程建模方法

优配研究金

利用在线互动式同侪评估发展学生回馈素养：交互模式、行为序列和影响因素

优配研究金

通过自我评估发展学生的评鉴性判断和回馈素养：一项实验研究

杰出青年学者计划

职前教师双重回馈素养的研究：发展轨迹，交互作用和影响因素

公共政策研究资助计划

新常态下小学教师的电子评估实践、意愿及影响因素：对 发展电子评估政策的启示

优配研究金

赋能教师反馈提升学生学习成果：学生反馈导向和学习参与度的作用

优配研究金

探究学生自我评估过程：一项自然情境下的纵向实验研究

优配研究金

全面理解进展性评估：预测因素、教师意愿及实践

优配研究金

学生自我评估的校准、预测因子及影响

1. Yang, M., Yan, Z., Yang, L., & Zhan, Y. (2024). Understanding and developing student assessment literacy. Routledge.

2. Yang, L., Chiu, M. M., & Yan, Z. (Eds.) (2024). Unlocking the power of teacher feedback: A student-centric perspective.  Routledge.

3. Yan, Z. (2022). Student self-assessment as a process for learning. Routledge.

4. Yan, Z., & Yang, L. (Eds.) (2021 ). Assessment as learning: Maximising opportunities for student learning and achievement. Routledge.

1. Yang, L., Yan, Z., Zhang, D., Boud, D., & Datu, J. A. D. (2023). Exploring the roles of grit and academic self-concept from a perspective of educational psychology. Assessment in Education: Principles, Policy & Practice, 1-26.

2. 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. 1-42.

3. Lee, W. S. W., & Yang, M. (2023). Effective collaborative learning from Chinese students’ perspective: A qualitative study in a teacher-training course. Teaching in Higher Education, 28(2), 221-237.

4. Yan, Z., Lao, H., Panadero, E., Fernández-Castilla, B., Yang, L., & Yang, M. (2022). Effects of self-assessment and peer-assessment interventions on academic performance: A meta-analysis. Educational Research Review, 37, 100484. https://doi.org/10.1016/j.edurev.2022.100484

5. Yan, Z., & Carless, D. (2022). Self-assessment is about more than self: The enabling role of feedback literacy. Assessment & Evaluation in Higher Education, 47(7), 1116-1128.

6. 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.

7. Zhan, Y., Wan, Z. H. & Sun, D. (2022). Online formative peer feedback in Chinese contexts at the tertiary Level: A critical review on its design, impacts and influencing factors. Computers & Education, 104341

8. Yang, L., Hsu, C. L., Ye, T., & Sin, K. F. (2022). Assessing Emotions of Teaching Assistants in Inclusive Education. Frontiers in Psychology, 13, 813726.

9. 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.

10. Cai, Y., Yang*, M., & Yao, J. (2022). More is not always better: the nonlinear relationship between formative assessment strategies and reading achievement. Assessment in Education: Principles, Policy & Practice, 29(6), 711-728. (*Corresponding author)

11. Ma, N., Li, Y.-M., Guo, J.-H., Laurillard, D., & Yang*, M. (2022). A learning model for improving in-service teachers’ course completion in MOOCs. Interactive Learning Environments, 1-16. (*Corresponding author)

12. Zhan, Y. (2022). Developing and validating a student feedback literacy scale. Assessment and Evaluation in Higher Education. 47(7), 1087-1100.

13. Zhan, Y. (2023). What do college students think of feedback literacy? An ecological interpretation of Hong Kong students’ perspectives. Assessment and Evaluation in Higher Education. 48(5), 686-700.