Profile of Dr ZHANG, Lexuan 張樂瑄 - The Education University of Hong Kong


Research Assistant Professor	Department of Cultural and Creative Arts

Contact

ORCiD

0000-0002-4394-7734

Phone

(852) 2948 7713

zlexuan@eduhk.hk

Address

10 Lo Ping Road, Tai Po, New Territories, Hong Kong

Website

https://pappl.eduhk.hk/rich/web/person.xhtml?pid=234453&name=ZHANG, Lexuan

Scopus ID

57807576000

Research Outputs


Scholarly Books, Monographs and Chapters Le-Xuan Zhang, David G. Hebert (2023). Beyond Education: A Comparison of Tagore and Hu Shih's Educational Philosophies. David G. Hebert, Comparative and Decolonial Studies in Philosophy of Education (89-106). Norway: Springer. https://doi.org/10.1007/978-981-99-0139-5
Journal Publications 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, 02557614251315461. Zhang, L. X., & Leung, B. W. (2024). Defining music demonstration lessons: A unique performance-based lesson type improving teachers' instructional skills in Chinese mainland education. British Journal of Music Education. https://doi.org/10.1017/S0265051724000214 Zhang, L. X., & Leung, B. W. (2023). Context matters: adaptation of student-centred education in China school music classrooms. Music Education Research, Online publication, 1–17. https://doi.org/10.1080/14613808.2023.2230587 Zhang, Le-Xuan; Leung, Bo-Wah; Yang, Yang (2023). From theory to practice: Student-centered pedagogical implementation in primary music demonstration lessons in Guangdong, China. International Journal of Music Education, 41(2), 271–287 Doi:10.1177/02557614221107170.
Conference Papers Zhang, L. (2022, August). Chinese Music Teachers’ Perception and Interpretations of Student-Centered Education: A multiple case study. Proceedings of the 2022 International Seminar of the ISME Music in Schools and Teacher Education Commission (MISTEC), Online. https://www.isme.org/sites/default/files/documents/proceedings/2022%20MISTEC%20Proceedings%20%281%29.pdf

Projects


A Investigation of Music Teachers' Intention and Implementation of Formative Assessment in Mainland China Assessment reform in education has been promoted for decades in a student-centered learning era. With the switching emphasis from teaching to learning, understanding learning progressions became a worldwide task for tracking students’ learning process and further designing effective education for their whole-person development. In response to that, formative assessment, a type of evaluation different from emphasizing the examination of students’ learning outcomes but understanding and monitoring students’ learning progressions, provides significant support to the field. This research project follows an explanatory mixed-method approach, including two independent but consecutive phases. Phase 1 is a quantitative design. An online questionnaire survey based on Yan et al. (2022)’s intention and implementation of the formative assessment scale will be conducted in the entire Mainland China area by collecting data from music teachers. Phase 2 is based on a qualitative design, using an Interpretive Phenomenological Approach to interview a group of music teachers who participated in the survey to explore their in-depth intention and implementation of using formative assessment in school music teaching. The project being proposed has the capacity to enhance theory development, advance teaching practices, and offer valuable guidance to teaching training programs and policymakers regarding the implementation of formative assessment (FA). Project Start Year: 2024, Principal Investigator(s): ZHANG, Lexuan

A Investigation of Music Teachers' Intention and Implementation of Formative Assessment in Mainland China
Assessment reform in education has been promoted for decades in a student-centered learning era. With the switching emphasis from teaching to learning, understanding learning progressions became a worldwide task for tracking students’ learning process and further designing effective education for their whole-person development. In response to that, formative assessment, a type of evaluation different from emphasizing the examination of students’ learning outcomes but understanding and monitoring students’ learning progressions, provides significant support to the field.

This research project follows an explanatory mixed-method approach, including two independent but consecutive phases. Phase 1 is a quantitative design. An online questionnaire survey based on Yan et al. (2022)’s intention and implementation of the formative assessment scale will be conducted in the entire Mainland China area by collecting data from music teachers. Phase 2 is based on a qualitative design, using an Interpretive Phenomenological Approach to interview a group of music teachers who participated in the survey to explore their in-depth intention and implementation of using formative assessment in school music teaching. The project being proposed has the capacity to enhance theory development, advance teaching practices, and offer valuable guidance to teaching training programs and policymakers regarding the implementation of formative assessment (FA).
Project Start Year: 2024, Principal Investigator(s): ZHANG, Lexuan