研資局高級研究學者計劃

自下而上的評估改革： 以學生為中心的評估驅動學習平臺

優配研究金

促進還是阻礙學習？生成式人工智能在自我評估過程中的作用

優配研究金

評估中國學生的反饋導向、反饋素養和學習參與度之間的關係：一項結構方程建模方法

優配研究金

利用在線互動式同儕評估發展學生回饋素養：交互模式、行為序列和影響因素

優配研究金

通過自我評估發展學生的評鑑性判斷和回饋素養：一項實驗研究

傑出青年學者計劃

職前教師雙重回饋素養的研究：發展軌跡，交互作用和影響因素

公共政策研究資助計劃

新常態下小學教師的電子評估實踐、意願及影響因素：對 發展電子評估政策的啟示

優配研究金

賦能教師反饋提升學生學習成果：學生反饋導向和學習參與度的作用

優配研究金

探究學生自我評估過程：一項自然情境下的縱向實驗研究

優配研究金

全面理解進展性評估：預測因素、教師意願及實踐

優配研究金

學生自我評估的校準、預測因子及影響

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.