Dr ZHAN, Ying
詹穎
博士
|
Associate Professor |
Department of Curriculum and Instruction |
Contact
ORCiD
0000-0002-2362-2887
Phone
(852) 2948 8252
Fax
(852) 2948 7563
Email
zhanying@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Scopus ID
56411547900
SDGs
4 - Quality Education
10 - Reduced Inequality
10 - Reduced Inequality
Research Interests
Feedback in higher education, online formative assessment, washback of high-stakes examinations
Interdisciplinary curriculum development and implementation
Teacher professional development
Interdisciplinary curriculum development and implementation
Teacher professional development
Teaching Interests
Curriculum and assessment
Assessment for productive learning
Effective teaching and positive learning environment
Practitioner-based research project
Inquiring school-based assessment: issues and strategies
Teachers and teaching in context
Teacher leadership and professionalism
Research methods in education
General education foundation course
External Appointments
Senior Editor
Cogent Education
Guest Editor
Assessment and Evaluation in Higher Education
Educational Psychology
Editorial board member of international journals
Education and Information Technologies
The Asia-Pacific Education Researcher
The Journal of Asia TEFL
Reviewer of the following SSCI journals:
Assessment and Evaluation in Higher Education
Assessing Writing
Language Assessment Quarterly
Teaching and Teacher Education
Technology, Pedagogy and Education
Thinking Skills and Creativity
Learning and Individual Differences
Teachers and Teaching: Theory and Practice
The Asia-Pacific Education Researcher
International Review of Applied Linguistics in Language Teaching
Educational Studies
Book proposal reviewer of Springer
A newspaper column writer of “EdUHK Perspectives” in the Sing Tao Daily/ Hong Kong Economic Journal/Ming Po
Co-chair of sub-conferences for GCCCE and ICCE
The sub-conference co-chair for GCCCE 2023 C2：Mobile, Ubiquitous & Contextual Learning
The sub-conference co-chair for GCCCE 2022 C8: STEM & Maker Education
The sub-conference co-chair for GCCCE 2021 C8: STEM & Maker Education
The sub-conference co-chair for ICCE 2020 C7: Practice-driven Research, Teacher Professional Development and Policy of ICT in Education
Member of international research associations
WERA (World Education Research Association) research network for social metacognition and big data
The Asia-Pacific Society for Computers in Education (APSCE)
Personal Profile
Dr. Zhan Ying is an Associate Professor at The Education University of Hong Kong. She obtained her PhD from The University of Hong Kong. She has more than 20-year teaching experience at the tertiary level and received a number of teaching awards such as distinguished young teacher, best supervisor of undergraduates, and teaching excellence.
Research Interests
Feedback in higher education, online formative assessment, washback of high-stakes examinations
Interdisciplinary curriculum development and implementation
Teacher professional development
Interdisciplinary curriculum development and implementation
Teacher professional development
Teaching Interests
Curriculum and assessment
Assessment for productive learning
Effective teaching and positive learning environment
Practitioner-based research project
Inquiring school-based assessment: issues and strategies
Teachers and teaching in context
Teacher leadership and professionalism
Research methods in education
General education foundation course
External Appointments
Senior Editor
Cogent Education
Guest Editor
Assessment and Evaluation in Higher Education
Educational Psychology
Editorial board member of international journals
Education and Information Technologies
The Asia-Pacific Education Researcher
The Journal of Asia TEFL
Reviewer of the following SSCI journals:
Assessment and Evaluation in Higher Education
Assessing Writing
Language Assessment Quarterly
Teaching and Teacher Education
Technology, Pedagogy and Education
Thinking Skills and Creativity
Learning and Individual Differences
Teachers and Teaching: Theory and Practice
The Asia-Pacific Education Researcher
International Review of Applied Linguistics in Language Teaching
Educational Studies
Book proposal reviewer of Springer
A newspaper column writer of “EdUHK Perspectives” in the Sing Tao Daily/ Hong Kong Economic Journal/Ming Po
Co-chair of sub-conferences for GCCCE and ICCE
The sub-conference co-chair for GCCCE 2023 C2：Mobile, Ubiquitous & Contextual Learning
The sub-conference co-chair for GCCCE 2022 C8: STEM & Maker Education
The sub-conference co-chair for GCCCE 2021 C8: STEM & Maker Education
The sub-conference co-chair for ICCE 2020 C7: Practice-driven Research, Teacher Professional Development and Policy of ICT in Education
Member of international research associations
WERA (World Education Research Association) research network for social metacognition and big data
The Asia-Pacific Society for Computers in Education (APSCE)
Research Outputs
| Scholarly Books, Monographs and Chapters Chapter in an edited book (author) Yang, M., Zhan, Y., Chan, N. C., Chan, K. W. P., Yung, K. W. H. & Wan, Z. (2023). Building communities of inquiry for student teachers: A pedagogical perspective. In K. W. H. Yung & H. Xu (Eds.), Educating teachers online in challenging times: The case of Hong Kong (pp. 131-151). London: Routledge. 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 Publication in refereed journal Zhan, Y. (2024). Are they ready? An investigation of university students’ difficulties in peer assessment from dual perspectives. Teaching in Higher Education, 29(4), 823-840. https://doi.org/10.1080/13562517.2021.2021393 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 https://doi.org/10.1111/bjet.13478 Zhan, Y., So, W.M.W., Sun, D., & Yan, Z (2024). Is it useful, acceptable, or controllable? Hong Kong primary school teachers’ online assessment practices in changing time. Research and Practice in Technology Enhanced Learning, 19(33), 0-0. https://doi.org/10.58459/rptel.2024.19033 Jiang, W., Zhan, Y., Sun, D*., Looi,C-K (2024). Development and Validation of a Blended Learning Perception Scale for Higher Vocational Students. Research and Practice in Technology Enhanced Learning, 19(32), 0-0. https://doi.org/10.58459/rptel.2024.19032 Jiang, W., Zhan, Y., Sun, D*., Sun, J., & Tian, P (2023). Exploring the Effects of SPOC-based Blended Learning on Students’ Learning Performance at Higher Vocational Education. Interactive Learning Environments, xx, 0-0. https://doi.org/10.1080/10494820.2023.2294774 Zhan, X. H., Sun, D, Song, R., Yang Y., & Zhan, Y. (2023). Empowering engineering thinking: An empirical study of integrating engineering into science class at junior secondary schools. Thinking Skills and Creativity, 49, 101364. 45. Zhang, Y., Zhan, Y., Wan, Z. & Sun, D (2023). 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, 0, 0. https://doi.org/10.1080/09500693.2023.2262728 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. https://doi.org/10.1080/02602938.2022.2121380 Wan, Z. H., Zhan, Y., Zhang, Y. (2023). Positive or negative? The effects of scientific inquiry on science achievement via attitudes toward science. Science Education, 108(1), 3-24. https://doi.org/10.1002/sce.21825 Zhan, Y., Wan, Z. H., Chen, J.J. & Wang, M. (2023). How is student resilience affected by teacher feedback, teacher support, and achievement goals? A mediation model based on PISA 2018 survey data. Asia-Pacific Education Researcher https://doi.org/10.1007/s40299-023-00764-8 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 https://doi.org/10.1007/s10648-023-09799-1 Zhan, Y. (2023). Feedback literacy of teacher candidates: Roles of assessment course learning experience and motivations for becoming a teacher. Asia-Pacific Education Researcher https://doi.org/10.1007/s40299-023-00779-1 Wan, Z. H., So, W.M.M. & Zhan, Y. (2023). Investigating the effects of design-based STEM learning on primary students’ STEM creativity and epistemic beliefs. International Journal of Science and Mathematics Education https://doi.org/10.1007/s10763-023-10370-1 Li, Z., Yan, Z., Chan, K., Zhan, Y., & Wu. Y. G. (2023). The role of a professional development program in improving primary teachers’ formative assessment literacy. Teacher Development, 27(4), 447-467. https://doi.org/10.1080/13664530.2023.2223595 Teng, F , Zhan, Y. (2023). Assessing self-regulated writing strategies, self-efficacy, task complexity, and performance in English academic writing. Assessing Writing, 57 https://doi.org/10.1016/j.asw.2023.100728 Zhang, L., Chen, J.J., Li, X., & Zhan, Y. (2023). A scope review of the teacher well-being research between 1968 and 2021. The Asia-Pacific Education Researcher, 0, 1-16. Xu,Q, Sun, D., & Zhan, Y. (2022). Embedding Teacher Scaffolding in a Mobile Technology Supported Collaborative Learning Environment in English Reading Class: Students Learning Outcomes, Engagement, and Attitudes . International Journal of Mobile Learning and Organisation, in press, 0-0 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 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. https://doi.org/10.1080/1475939X.2022.2093965 Wan, Z.H., Wan, S.L., & Zhan, Y. (2022). For harmony and democracy: Secondary students’ views on the value of developing critical thinking in a Confucian heritage context. Thinking Skills and Creativity, 44 https://doi.org/10.1016/j.tsc.2022.101031 Zhan, Y. , Lee, C.-K. J., & Wan, Z.H. (2022). Who perceives more value of teacher feedback? Exploring the roles of college students’ possible second language selves and language learning strategies. Language Testing in Asia, 12 https://doi.org/10.1186/s40468-022-00212-2 Zhan, Y. (2022). Teacher Educators’ Perceptions of Schoolteacher Feedback Literacy: Implications for Feedback Training in Teacher Education Programmes. Australian Journal of Teacher Education, 47(10), 106-124. Zhan, Y. (2022). Developing and validating a student feedback literacy scale. Assessment and Evaluation in Higher Education, 47(7), 1087-1100. https://doi.org/10.1080/02602938.2021.2001430 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, 176, 0-0 Doi:https://doi.org/10.1016/j.compedu.2021.104341. Wan, Z. H., Jiang, Y., & Zhan, Y. (2021). STEM education in early childhood: A review of empirical studies. Early Education and Development, 32(7), 940-962. https://doi.org/10.1080/10409289.2020.1814986 Wan, Z. H., So, W. M. W., & Zhan, Y. (2021). Developing and validating a scale of STEM project-based learning experience. Research in Science Education, 32(7), 940-962. 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, 46(4), 615-630. https://doi.org/10.1080/02602938.2020.1804826 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. 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 Invited conference paper Zhan, Y. (2024, June). Students’ perceptions of feedback literacy through an ecological lens. International Conference on Education Research and Policy, Guangzhou. Zhan, Y. (2024, April). Unveiling Hong Kong Undergraduate Students’perceptions of feedback literacy. International Conference on Learning and Teaching, Macau. Zhan, Y. (2021, December). What matters in my career development? Reflection on my feedback literacy. HKERA-APERA 2021 International Conference (Virtual), Hong Kong. Refereed conference paper Wan, Z. H. & Zhan, Y. (2024, June). Impacts of epistemic beliefs on undergraduates’ student feedback literacy and mediation of critical thinking. Assessment in Higher Education Conference, Manchester. Zhan, Y. (2024, June). Dual feedback literacy development in the final year: Student teachers’ perspectives. Assessment in Higher Education Conference, Manchester. Zhan, Y., Sun, D., Gube, J. C., Cheng, N. C., Chan, K. M., Wan, Z. H., & Chen, J. J. (2024, June). Embedding student teachers’ feedback literacy development in online peer assessment activities. Global Chinese Conference on Computers in Education, Chong Qing. Zhan, Y. & Wan, Z. H. (2023, August). What are the effects of formative assessment on students’ science learning motivational beliefs and behaviors? Comparison between Western and East Asian learners. 15th Biennial Conference of the European Science Education Research Association, Turkey. Zhan, Y. (2023, May). An investigation into the factors influencing Hong Kong primary school teachers' e-assessment practices during the COVID-19 lockdowns. the International Conference on Learning and Teaching for Future Readiness 2023, Hong Kong. Zhan, Y. (2023, April). Hong Kong primary school teachers’ e-assessment practices during the COVID-19 lockdowns.. the fifth international conference on Computer Science and Technologies in Education,, Xi An. Zhan, Y. (2021, July). What matters in design? Cultivating undergraduates’ critical thinking through online peer assessment in a Confucian heritage context. Paper presented at WERA 2021 Virtual Focal Meeting 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, (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. Other conference paper 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. (2009, May). Where are we now? Recent developments in washback studies. the 2009 Postgraduate Research Conference, The University of Hong Kong. |
| All Other Outputs Other outputs 詹穎，曾燁 (2024). 探析新冠疫情下小學電子評估：現狀與發展. 星島日報，教研並進. 詹穎，曾燁 (2023)。 新冠疫情下小學教師電子評估實踐現狀調查. 明報，教大GPS。 詹穎，曾燁 (2022)。 新常態下教學評估何去何從。明報，教大GPS。 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。 |
Projects
|
Developing students’ feedback literacy through online interactive peer assessment: Interaction modes, sequential behavioural patterns, and influential factors Feedback literacy denotes the capacities and dispositions that students need to productively use feedback for the purpose of improving learning. Feedback-literate students can maximise the effectiveness of feedback on their learning within university curricula and assessment regimes (Carless & Boud, 2018), ultimately supporting their future careers and life-long learning (Winstone, Balloo & Carless, 2022). In spite of its importance, cultivating feedback literacy is a demanding task for university teachers, due to constraints on course time and space and a lack of effective pedagogical models. Online interactive peer assessment (OIPA) may offer a powerful new approach to cultivating students’ feedback literacy, according to an emerging thread of research (*Zhan, Wan & *Sun, 2022). It has great potential to enhance dialogic interaction between feedback givers and receivers, which is the key to students’ feedback literacy development. More effort is needed to close four major research gaps in this area, as follows. a) No studies have focused on OIPA interventions with a control group design and pre- and post-intervention measures of feedback literacy. b) Few studies have examined whether synchronous or asynchronous interaction is more effective in developing students’ feedback literacy. c) The literature has not specifically addressed how the sequences of students’ actions in dialogic interaction around feedback might influence their feedback use. d) Research has not systematically explored the factors influencing dialogic interaction in a virtual peer assessment environment. To address these research gaps, the proposed project will develop and implement an OIPA intervention with a naturalistic experimental design. The participants will be Year 2 Bachelor of Education students enrolled in a core education course at a Hong Kong education university. Four complete classes will each be randomly assigned to one of two treatment conditions (synchronous and asynchronous di Project Start Year: 2024, Principal Investigator(s): ZHAN, Ying |
|
A Survey Study on University Students' Feedback Literacy The purposes of this project are to examine the status of university students’ feedback literacy in Asian countries where students are believed as passive feedback receivers. More importantly individual differences in university students’ feedback literacy are explored, which has caught scant research attention. The roles of university students’ epistemic beliefs and critical thinking dispositions in determining students’ feedback literacy are investigated. Three specific research questions are listed as follows. What is the status of university students’ feedback literacy? How are university students’ feedback competencies influenced by their epistemic beliefs and critical thinking dispositions? How are university students’ feedback dispositions influenced by their epistemic beliefs and critical thinking dispositions? Project Start Year: 2023, Principal Investigator(s): ZHAN, Ying |
|
Embedding Student Teachers’ Feedback Literacy Development in Online Peer Assessment Activities Student feedback literacy has been recently regarded as a crucial condition for deciding the power of feedback over learning and also been highlighted as a core attribute of graduate attribute that supports students’ future career and life-long learning. However, cultivation of student feedback literacy is a challenging task for university teachers. This teaching project aims to develop students’ feedback literacy in two educational courses in BEd and MEd programmes. Online peer assesment is regarded as a potential approach to developing students’ feedback literacy. The rationale is that through giving and receiving feedback and discussing with peers in online environment, students actively jusge, inquire and reflect on their learning, thus practicing their feedback competencies and developing positive feedback dispositions. This project will use a platform Peergrade to conduct individual peer assessment in 4R process (i.e., requesting peer feedback; reviewing peer feedback; responding to peer feedback and revising work based on peer feedback) for two rounds which requires students’ asynchronous discussion throughout the process. This quasi-experiment will involve 240 students in three experimental class groups (~120 students) and three control class groups (~120 students). A pre-and-post survey on student feedback literacy, individual interviews and log data will be collected to discern whether online peer assessment exerts impact on the development of student feedback literacy and summarises the lessons of this assessment innovation in course teaching. In best case, online peer assessment and student feedback litearcy support each other. The development of student feedback literacy will enhance the quality of peer feedback provision and transfer feedback practice in our university and beyond. Project Start Year: 2023, Principal Investigator(s): ZHAN, Ying |
|
Revisiting and Reexamining University Students' Knowledge Transfer and Collaboration in Computer Supported Collaborative Learning (CSCL) Environment in Higher Education: Social Network Analysis Project Start Year: 2022, Principal Investigator(s): SUN, Daner (ZHAN, Ying as Co-Investigator) |
|
Investigating Primary School Teachers’ E-assessment Practices, Intentions and Influencing Factors in the New Normal: Implications for Developing E-assessment Policy The blend of online and offline learning has been commonly considered as a trend of future education. Under the profound influence of the COVID-19 pandemic, it has become the new normal in Hong Kong primary schools. To effectively maintain school accountability and facilitate education recovery and improvement, e-assessment (as a powerful alternative to traditional face-to-face assessment) has been much more frequently adopted by teachers in classrooms since the occurrence of the pandemic. In the existing basic education policy documents published in Hong Kong, e-assessment is suggested either as an efficient tool to decrease teachers’ workload in marking, recording and analyzing assessment data (e.g., Curriculum Development Council, 2014) or as e-tests which mainly serve for summative purposes and are linked with territory-wide system assessments (e.g., Education Bureau, 2012, 2015). There is still much room for policymakers to explicate how to balance the use of e-assessment for both formative and summative purposes so as to maximize the strengths of e-assessment in primary classrooms. Since considerable e-assessment experiences have been accumulated by teachers in the new normal, now should be a golden moment for researchers to investigate these fresh experiences so that suggestions can be made for policymakers to enrich and strengthen the existing e-assessment policy in Hong Kong primary schools. Underpinned by the well-established Theory of Planned Behaviour, this project will adopt an exploratory sequential mixed-methods design to explore primary school teachers’ e-assessment practices in classrooms, their intentions in using it and the factors influencing their decisions. 12 focus group interviews will be conducted with 72 teachers to identify teachers’ e-assessment practices in various school contexts and teachers’ intentions and considerations in planning and conducting e-assessment in classrooms. A large-scale survey based on the interview results will Project Start Year: 2022, Principal Investigator(s): ZHAN, Ying 詹穎 |
|
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 them to develop teacher and student feedback literacies simultaneously and (ii) provides them with a precious opportunity to think about feedback from the perspectives of both teacher and student so that the development of their teacher feedback literacy can further enhance their student feedback literacy, and vice versa. Despite the significance and uniqueness of the feedback literacy development of pre-service teachers, there is a lack of research into (i) how dual feedback literacies of pre-service teachers change over time, (ii) how these dual feedback literacies interact, and (iii) what factors mediate the development and interplay of these dual feedback literacies. A mixed-methods approach will be adopted in this project to address the research gaps identified above. Pre-and-post surveys will be administered to 1100 pre-service teachers from five cohorts (freshmen, sophomores, juniors, seniors and graduates) of a leading teacher education university in Hong Kong to explore the trajectory of their dual feedback literacy development and the interplay between two types of feedback literacies. Qualitative data (including reflective logs and individual interviews) will be collected after the post-survey from 90 of the participating pre-service teachers (18 from each cohort) to more closely examine the interplay of the dual feedback literacies and explore the factors mediating their development and interaction. Project Start Year: 2022, Principal Investigator(s): ZHAN, Ying |
|
Dialogical Feedback in Q& A Sessions: Case Studies in Primary Schools .. 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 Studies 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 output that is practical and corresponding to education in Hong Kong and transferrable to other contexts. A dual-centric approach is adopted: 1) Research into assessment especially formative assessment tasks which can be used to facilitate students’ HOT development, as well as antecedents of teachers’ practices of and students’ engagement in HOT assessment in non-Anglophone contexts. 2) Professional development and knowledge transfer to develop HOT assessment literacy among pre- and in-service teachers. Project Start Year: 2021, Principal Investigator(s): ZHAN, Ying |
|
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 apprehending the barriers to their engagement. Such understanding will not only inform the design of interventions that target poor student engagement with OPF, but also aid the design of OPF mechanisms that take account of inhibiting factors. However, few studies have systematically investigated the difficulties that undergraduates experience in giving and making use of OPF. To fill such a research gap, this study will adopt retrospective journals and post-journal individual interviews to systematically explore Hong Kong undergraduates’ perceptions of the obstacles that they encounter in giving and receiving OPF in a General Education course. Project Start Year: 2021, Principal Investigator(s): ZHAN, Ying 詹穎 |
|
Centre of Excellence for Higher Education Teaching and Learning Innovations under the World Bank’s “Higher Education Improvement Project” (HEIP) in Cambodia .. Project Start Year: 2020, Principal Investigator(s): LIM, Cher Ping (ZHAN, Ying as Team Member) |
|
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 discussion and curriculum/assessment planning tasks, as well as inter-group sharing and peer critique. (iii) Implement the collaborative problem-solving strategy by conducting online (Moodle, Google Sites, etc.) and face-to-face learning activities (iv) Recommend design principles of collaborative problem-solving strategy in teacher education and other disciplines in higher education Project Start Year: 2020, Principal Investigator(s): YANG, Min 楊敏 (ZHAN, Ying 詹穎 as Co-Principal Investigator) |
|
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 effectively interpret and take up feedback. However, teacher feedback literacy has so far been under-explored. In order to fill in this research gap, this polit study will use a mixed methods approach to understand teacher feedback literacy from teacher educators and student-teacher perspectives and develop and validate a scale of teacher feedback literacy. Project Start Year: 2020, Principal Investigator(s): ZHAN, Ying 詹穎 |
|
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) |
|
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) |
|
Understanding the Extent of the Integration of Science, Technology, Engineering and Mathematics in Students' Inquiry Activities .. Project Start Year: 2019, Principal Investigator(s): SO, Wing Mui Winnie 蘇詠梅 (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 effectiveness of the course depends on the level of student engagement and learning outcomes. FEA can enhance undergraduates’ learning engagement and outcomes due to the nature of formative assessment and the relative affordance of technology. This project will adapt Salmon's five stage model to design and implement FEA tasks in tutorials. A quasi-experimental design will be utilized to collect data from at least 10 tutorial groups of the GE foundation course using the methods of survey, interviews and document analysis. The data will be used to evaluate the effects of FEA on learning and provide insights to formulate an FEA framework as a reference for assessment innovation in GE at the tertiary level. Project Start Year: 2018, Principal Investigator(s): ZHAN, Ying 詹穎 |
|
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 school classrooms, and recent years witness increasing advocation of it at the university level. This project intends to make use of both Web-based and classroom-based inquiry to facilitate EdUHK students’ development in high-order thinking. 9 sets of Web-based or classroom-based inquiry activities will be developed, with each for an experimental course. The project will follow the paradigm of practitioner research, including two cycles of implementation. The development of students’ critical thinking and creativity will be assessed through matured instruments in the pre and post-tests, interviews with students, and process data generated in the learning process. This project will be a pioneering effort to systematically implement inquiry learning at the university level in the Eastern world. Its innovation is also reflected in the inclusion of both Web-based and classroom-based inquiry. 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) |
|
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 the FEHD faculty (for reference, please see appendix A) Compilation of guidelines, instructions on six departments’ suggested capstone projects (for reference, please see appendix B) Development of a standardized marking criteria for evaluating those capstone projects (for reference, please see appendix C) Project Start Year: 2017, Principal Investigator(s): CHIM, Ho Yeung Hastings 詹浩洋 (ZHAN, Ying 詹穎 as Co-Investigator) |
|
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 giving peer- and self-feedback, and the engagement of students in recurring cycles of PASA practices, which will be facilitated by the use of learning technologies. Outcomes from the project will encompass pedagogical and scholarship of learning and teaching outcomes. 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) |
Prizes and awards
|
Finalist Faculty Quality Journal Article Award 2022-2023 Date of receipt: /10/2023, Conferred by: Facultly of Education and Human Development |
|
Finalist Faculty Quality Journal Article Award 2021-2022 Date of receipt: /6/2022, Conferred by: Faculty of Education and Human Development |