Dr ZHAN, Ying   詹穎
Assistant Professor
Department of Curriculum and Instruction
Phone No: (852) 2948 8252
Fax No: (852) 2948 7563
Email: zhanying@eduhk.hk
Contact
Phone
(852) 2948 8252
Fax
(852) 2948 7563
Email
zhanying@eduhk.hk
Scopus ID
56411547900
Research Interest

Interdisciplinary curriculum development and implementation

Assessment (high-stakes examination, assessment for learning, washback)

Possible self and identity

Teacher professional development

Teaching Interest

ž Curriculum and assessment

ž Assessment for productive learning

Effective teaching and positive learning environment

ž Practitioner-based research project

ž Inquiring school-based assessment: issues and strategies

ž Teachers and teaching in context

Teacher leadership and professionalism

ž Research methods in education

ž General education foundation course

ž

Professional Profile

Dr. Zhan Ying is an assistant professor at The Education University of Hong Kong. She obtained her PhD from The University of Hong Kong. She has more than ten-year teaching experience at tertiary level and obtained a number of teaching awards such as distinguished young teacher, best supervisor of undergraduates, and teaching excellence.

Research Interest

Interdisciplinary curriculum development and implementation

Assessment (high-stakes examination, assessment for learning, washback)

Possible self and identity

Teacher professional development

Teaching Interest

ž Curriculum and assessment

ž Assessment for productive learning

Effective teaching and positive learning environment

ž Practitioner-based research project

ž Inquiring school-based assessment: issues and strategies

ž Teachers and teaching in context

Teacher leadership and professionalism

ž Research methods in education

ž General education foundation course

ž

Selected Output

Scholarly Books, Monographs and Chapters
Zhan, Y., Sun, D., Chan, N. C., Chan, K. W., Lam, T. S., & Lee, T. H. (2021). Enhancing learning engagement through formative e-assessment in general education foundation course tutorials. LIM, C. P. & GRAHAM, C. R. (, Blended learning for inclusive and quality higher education in Asia (281-299). Singapore: Springer.

Journal Publications
Zhan, Y., Jiang, Y., Wan, Z. H., & Guo, J. J. (2021). Is there an “Expectancy × Value” effect? Investigating the impact of self-efficacy and learning motives on Chinese undergraduates’ use of deep language learning strategies. Asia-Pacific Education Researcher, 30(1), 83–94.
Wan, Z. H., So, W. M. W., & Zhan, Y. (2020). Developing and validating a scale of STEM project-based learning experience. Research in Science Education, online first, 1-7.
Zhan, Y. (2020). Motivated or informed? Chinese undergraduates' beliefs about the functions of continuous assessment in their college English course. Higher Education Research and Development, 39(5), 1055-1069.
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.
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.
Zhan, Y, He, R. So, W.W.W. (2018). Development of primary students’ action competence of conserving water: a case study in China. International Journal of Early Years Education, XX, 1-20.
So, W. M. W., Zhan, Y., Chow, C. F., 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.
Zhan, Y.,& So, W.M.W. (2017). Views and practices from the chalkface: Development of a formative assessment multimedia learning environment. Technology, Pedagogy and Education, 26(4), 501-515.
Cheang, C.C., So, W.M.W., Zhan, Y., & Tsoi, K.H. (2017). Education for sustainability using a campus eco-garden as a learning environment. International Journal of Sustainability in Higher Education, 18(2), 242-262.
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.
So, W. M. W., Cheng, N. Y. I., Chow, C. F., Zhan, Y. (2016). Learning about the Types of Plastic Wastes: Effectiveness of Inquiry Learning Strategies. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 44, 311-324.
Zhan, Y., So, W.M.W. & Cheng, N.Y.I (2016). Students’ beliefs and experiences of interdisciplinary learning. Asia Pacific Journal of Education, 1, 1-14.
Zhan, Y., & Wan, Z. H. (2016). Appreciated but constrained: reflective practice of student teachers in learning communities in a Confucian heritage culture. Teaching in Higher Education, 21(6), 669-685.
Zhan, Y. (2016). Review on “Teacher Beliefs as a Complex System: English Language Teachers in China, by Hongying Zheng, Cham, Springer, 2015, 170 pp. 99.99 € (Hardcover), ISBN 978-3-319-23008-5 9”. The Journal of Asia TEFL, 13 (2), 160-161.
Zhan, Y. (2016). Review on “Excellence in University Assessment: Learning from Award-winning Practice written by David Carless, London: Routledge, PP. 270.”. Higher Education, 71, 435-437.
Zhan, Y. (2016). Assessment about content and language integrated learning. Examinations Research, 1, 90-95.
Zhan, Y. (2016). Exploration on learning-study-based practicum model. Teacher Education Forum, 1, 76-84.
Zhan, Y. & Wan, Z. H. (2016). College students’ possible L2 self development in an EFL context during the transition year. English Language Teaching Journal, 9(1), 41-50.
Zhan, Y., So, W. M. W., & Cheng, N. Y. I. (2016). Implementation matters: Teachers' pedagogical practices during the implementation of an interdisciplinary curriculum in Hong Kong. The Asia-Pacific Education Researcher, 25, 1-13.
Zhan, Y. (2015). Review on “The Impact of Self-Concept on Language Learning Edited by Csizér, K., & Magid, M. (Eds.), Bristol: Multilingual Matters, 2014, PP. ix + 424”. Asian EFL Journal, 4, 225-227.
Zhan, Y. (2015). Inquiry into reflective practices of student teachers majoring in English education during practicum. Contemporary Teacher Education, 3, 30-34.
Zhan, Y. (2015). Assessment for learning in the accountability era. China Examination, 2, 8-19.
Zhan, Y. (2015). Development of classroom assessment literacy of young College English teachers in professional learning communities. Foreign Language Testing and Teaching, 2, 65-70.
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.
Wan, Z.H., Wong, S.L., Wei, B., & Zhan, Y. (2013). Focusing on the classical or contemporary? Chinese science teacher educators’ conceptions of Nature of Science content to be taught to pre-service science teachers. Research in Science Education, 43, 2541-2566.
Wan, Z.H., Wong, S.L., & Zhan, Y. (2013). Teaching Nature of Science to student science teachers: A phenomenographic study of Chinese teacher educators’ conceptions. Science & Education, 22, 2593-3619.
Wan, Z.H., Wong, S.L., & Zhan, Y. (2013). When Nature of Science meets Marxism: Aspects of Nature of Science taught by Chinese science teacher educators to prospective science teachers. Science & Education, 22, 1115-1140.
Zhan, Y. & Wan, Z.H. (2012). Bridging summative and formative assessment: practice and experience of school-based assessment in Hong Kong. Shanghai Research on Education, 11, 37-40.
Zhan, Y. & Wan, Z. H. (2010). Perspectives on the cultural appropriacy of assessment for learning in Chinese context. Educate~, 10(2), 9-16.
Zhan, Y. (2010). Review on “Motivation, Language Identity and the L2 Self (Second Language Acquisition) Edited by Zoltan Dornyei and Ema Ushioda. Bristol: Multilingual Matters, 2009. The Hong Kong Journal of Applied Linguistics, 12(2), 109-110.

Conference Papers
Zhan, Y. (2020, December). Does Formative E-assessment Enhance Students’ Learning Engagement? A Pilot Study in Hong Kong.  International Conference on Learning and Teaching 2020, Hong Kong.
Zhan, Y. (2017, August). Maintaining learning momentum: Chinese college students’ beliefs of formative assessment in their English learning. 2017 European Conference on Educational Research, Copenhagen, University College of Copenhagen.
Zhan, Y., & Andrews, S. (2011, August). Investigating washback on learning process: Insights from possible self theories. 16th World Congress of Applied Linguistics, AILA, Beijing,Beijing Foreign Studies University.
Zhan, Y. (2010, May). The development of possible L2 selves: A case study in China. Centre for English Language Communication Symposium 2010, National University of Singapore.
Zhan, Y., & Andrews, S. (2009, September). Washback on the learning process: Chinese non-English-major undergraduates’ learning experiences. the 1st International Conference of Foreign Language Learning and Teaching, Thammasat University, Bangkok, Thailand.
Zhan, Y. (2009, May). Where are we now? Recent developments in washback studies. the 2009 Postgraduate Research Conference, The University of Hong Kong.
Zhan, Y, (2008, September). Washback on Chinese learners: An impact study of the College English Test Band 4. the 34th International Association of Educational Assessment Annual Conference, The University of Cambridge, UK.

All Other Outputs
詹穎(2018):舍我其誰?父母在STEM教育中擔任的角色,信報, 教研陣地。
詹穎(2018):敢問路在何方:STEM教育在小學的實施。星島日報,教大觀點。

Project

Dual Feedback Literacies of Pre-service Teachers: Temporal Change, Interplay and Influential Factors
This project will investigate the development of feedback literacy specifically in pre-service teachers for two reasons. First, pre-service teacher education is the initial stage of developing teacher feedback literacy and establishes a foundation for teachers’ feedback practices in school classrooms. Second, during the period of pre-service teacher education, pre-service teachers possess dual identities as both future school teachers and university students. Such a unique situation (i) requires . . .
Project Start Year: 2022, Principal Investigator(s): ZHAN, Ying 詹穎
 
Cultivating Student Teachers' Capability for Collaborative Problem-solving in Curriculum and Assessment Planning through Communities of Inquiry
(i) Develop an effective teaching-assessment strategy of supporting collaborative problem-solving in student teachers’ curriculum and assessment planning (ii) Generate a set of resources of collaborative problem-solving tasks for curriculum and assessment planning at undergraduate and post-graduate levels respectively, which include: (a) Text-based/multimedia materials; (b) Teacher instruction (discussion questions and planning templates) for problem identification and solving through in-group d . . .
Project Start Year: 2021, Principal Investigator(s): YANG, Min 楊敏 (ZHAN, Ying 詹穎 as Co-Principal Investigator)
 
Dialogical Feedback in Q& A Sessions: Case Studies in Primary Schools
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Project Start Year: 2021, Principal Investigator(s): ZHAN, Ying 詹穎
 
Investigation into the obstacles Hong Kong undergraduates encounter in online peer feedback processes: Dual perspectives
With the rapid development of computer technology and the Internet, online peer feedback (OPF) has become popular and is increasingly replacing traditional peer feedback. However, OPF does not always bring about improved learning. Any assessment task must have students as active participants for it to be effective. Students’ lack of active participation in OPF activities has been reported as a major challenge. Finding optimal ways to support students’ use of OPF is hard without first apprehendin . . .
Project Start Year: 2021, Principal Investigator(s): ZHAN, Ying 詹穎
 
Teachers' revised assessment practices and effects on secondary-four students' learning outcomes and wellbeing: Assessment reform of Liberal Studies / Civic and Social Development
1. Determine if and how teachers adjust their assessment practice in response to the reform of Liberal Studies HKDSE 2. Determine which factors influence such adjustments 3. Determine the extent to which teachers' adjusted assessment practices align (or not) with their beliefs about assessment in the reformed Liberal Studies 4. Determine how teachers' adjusted assessment practices influence secondary-four students' learning outcomes (academic achievement) and wellbeing in the reformed Liberal St . . .
Project Start Year: 2021, Principal Investigator(s): YANG, Min 楊敏 (ZHAN, Ying 詹穎 as Co-Investigator)
 
When Assessment Meets High-order Thinking (HOT): Building Up a Cluster for Integrating the Research on Assessment and HOT
Higher-order thinking (HOT) skills are key 21st century skills (Rotherham & Willingham, 2010) that improve learning outcomes (Fong et al., 2017), reduce negative life events (Butler, 2012) and increase job opportunities (OECD, 2017). However, inadequate assessment of HOT, especially formative assessment, hinders adaptation of HOT teaching to fit one's students. This proposed cluster will develop a new Area of Strength by integrating the research on assessment and HOT and target high impact outpu . . .
Project Start Year: 2021, Principal Investigator(s): ZHAN, Ying 詹穎
 
Investigating Teacher Feedback Literacy from The Perspectives of Teacher Educator and Student Teacher: A Pilot Study
Across international contexts and disciplines, feedback in higher education has caused accumulated dissatisfaction of teachers and students which inhibit the learning potential of feedback. There is an increasing recognition that for feedback processes to be beneficial for learning, teachers should have feedback literacy to fulfill their responsibilities of giving effective feedback to students. Teachers act as facilitators of the feedback environment and the affordances provided for students to . . .
Project Start Year: 2020, Principal Investigator(s): ZHAN, Ying 詹穎
 
Supporting education students’ constructive peer feedback seeking and self-reflection
• Develop a package (with guidelines and tools) to support education students’ peer feedback seeking and self-reflection on their own assessment task design and redesign • Evaluate the effects of the Peer Feedback Seeking Package on education students’ learning outcomes
Project Start Year: 2020, Principal Investigator(s): YANG, Min 楊敏 (ZHAN, Ying 詹穎 as Co-Investigator)
 
Translating Research into Actionable Approaches for Developing Student Assessment Literacy
We will specifically focus on how teachers can i. Design and implement strategies for inducting students to basic knowledge and skills of making evaluative judgment ii. Adapt evaluative tools to assess impact of the strategies on student assessment literacy
Project Start Year: 2020, Principal Investigator(s): YANG, Min 楊敏 (ZHAN, Ying 詹穎 as Co-Investigator)
 
Understanding the Extent of the Integration of Science, Technology, Engineering and Mathematics in Students' Inquiry Activities
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Project Start Year: 2019, Principal Investigator(s): SO, Wing Mui Winnie 蘇詠梅 (ZHAN, Ying 詹穎 as Co-Investigator)
 
Cultivating Students’ Critical Thinking and Creativity through Web-based and Classroom-based Inquiry
Critical thinking and creativity are long-standing objectives in EdUHK strategic plans and within her generic intended learning outcomes (GILOs). Given considerable uncertainty existing in the process of conducting inquiry, students are required to make their own decisions in every stage of doing it, which intrinsically involves the application and development of both creative and critical thinking that are described as the “heartbeat” of inquiry. Inquiry learning was originally adopted in the s . . .
Project Start Year: 2018, Principal Investigator(s): WAN, Zhihong 萬志宏, LEE, Chi Kin John 李子建 (ZHAN, Ying 詹穎 as Co-Investigator)
 
Enhancing learning engagement and outcomes through formative e-assessment tasks in the General Education foundation course
This project aims to enhance freshmen’s learning engagement and outcomes in the General Education (GE) foundation course by incorporating formative e-assessment (FEA) tasks into the tutorial process. A teacher guide on FEA task design and implementation, FEA tasks, cases of using FEA tasks, and a relevant website will be developed and refined during the project. The GE foundation course is an important course aimed at cultivating undergraduates’ generic skills for their future life and work. The . . .
Project Start Year: 2018, Principal Investigator(s): ZHAN, Ying 詹穎
 
Developing Peer- and Self-assessment Strategies for the Enhancement of Student Learning Outcomes
This project will seek to enhance student learning outcomes by developing peer-and self-assessment (PASA) strategies and training resources. PASA are student-led assessment practices in which students provide peer- and self-feedback to enhance learning (Harris, Brown, & Harnett, 2015). Hattie and Timperley’s (2007) Model of Feedback Levels will inform the development of PASA strategies and training resources. The PASA strategies will involve the use of feedback prompts for training students in . . .
Project Start Year: 2017, Principal Investigator(s): YANG, Min 楊敏 (ZHAN, Ying 詹穎 as Team Member)
 
Inclusion of Emotion Regulation into a Core Undergraduate Course
This project aims at enhancing student teachers’ understanding of emotion regulation and cultivating their capacity on emotion regulation to improve their performance in Field Experience. These have been achieved through the inclusion of an intervention on emotion regulation in a core undergraduate course, which is offered just before Field Experience.
Project Start Year: 2017, Principal Investigator(s): CHEN, Junjun 陳君君 (ZHAN, Ying 詹穎 as Co-Investigator)
 
Serving Students with SEN Using Teaching/Service Package Approach
Capstone projects are generally designed to encourage students to think critically, solve challenging problems, and develop skills such as oral communication, public speaking, research skills, media literacy, teamwork, planning, self-sufficiency, or goal setting. Nonetheless, rarely are capstone experiences conducted in FEHD faculty. In this project, we aim at initiating capstone experiences with the:  Compilation of the categorization list for capstone experiences from the six departments in . . .
Project Start Year: 2017, Principal Investigator(s): CHIM, Ho Yeung Hastings 詹浩洋 (ZHAN, Ying 詹穎 as Co-Investigator)