Dr YU, Wai Ming   余慧明
Assistant Professor of Teaching
Department of Curriculum and Instruction
Phone No: (852) 2948 7525
Fax No: (852) 2948 7563
Email: wmyu@eduhk.hk
Contact
ORCiD
0000-0001-7009-9091
Phone
(852) 2948 7525
Fax
(852) 2948 7563
Email
wmyu@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Scopus ID
18042936400
Research Interest

Narrative Inquiry, Curriculum Development, Assessment, Teacher Education and Development

Teaching Interest

Narrative Inquiry, Curriculum Development, Assessment, Teachers Professional Development

External Appointment

Reviewer, HKERA International Conference 2018.
Independent Manager of Incorporated Management Committee of the Hoi Pa Street Government Primary School, 2013 – 2020.

Personal Profile

Dr Yu received her EdD from the Ontario Institute for Studies in Education (OISE) of the University of Toronto, following the completion of B.Ed. from the University of Liverpool, and MA from the University of London. She obtained her teaching qualification from the Northcote College of Education. She is currently an Assistant Professor in the Department of Curriculum and Instruction. Her teaching and research interests lie in narrative inquiry, curriculum, assessment, and teachers professional development. Dr Yu has rich experience in teaching for commissioned activities, e.g. Training Course for Primary School Curriculum Leaders (PSMCD). In academic research, she has been involved in a range of research projects funded by both external funds, (e.g. Quality Education Fund) and internal funds, (e.g. Internal Research Grant of the HKIEd), as Principal Investigators and Co-investigators. Her publications include journal articles and book chapters on narrative inquiry, curriculum, assessment, and teachers professional development.

Research Interest

Narrative Inquiry, Curriculum Development, Assessment, Teacher Education and Development

Teaching Interest

Narrative Inquiry, Curriculum Development, Assessment, Teachers Professional Development

External Appointment

Reviewer, HKERA International Conference 2018.
Independent Manager of Incorporated Management Committee of the Hoi Pa Street Government Primary School, 2013 – 2020.

Selected Output

Scholarly Books, Monographs and Chapters
Chapter in an edited book (author)
Yu, W. M. (2015). Enhancing understanding across generations through sharing personal narratives. . In S. Trahar & W. M. Yu (Eds.), Using Narrative Inquiry for Educational Research in the Asia Pacific (85-99). New York: Routledge
余慧明 (2014)。 父母為我鋪的路。輯於余慧明、劉掁國編, 《世事 故事 敍事》 (頁89-98)。香港: 原色印刷
Yu, H., & Yu, W. M. (2012). School leadership, accountability, and assessment reform in Hong Kong. . In L. Volante (Ed.), School leadership in the context of standards-based reform: International perspectives. (197-228). Canada: Springer
Yu, W. M., & Lau, C. K. (2011). Teaching narrative inquiry in the Chinese community: A Hong Kong perspective. In S. Trahar (Ed.), Travelling in the borderlands: Learning and teaching narrative inquiry (71-86). Amsterdam: Netherlands: John Benjamins Publishing
余慧明 (2010)。 培育學校課程領導:由行動研究開始。。余慧明、陳錦榮、許景輝、許忠, 課程領導與學校發展:行動研究專題論文集 II (3-19)。香港: 學術專業圖書中心
余慧明、劉振國 (2008)。 以學校為本的教師專業發展模式。李偉成、余慧明及許景輝, 輯於李偉成、余慧明及許景輝編《課程領導與學校發展:行動研究專題論文集》 (75-96)。香港: 學術專業圖書中心
李偉成、余慧明、許景輝 (2008)。 〈香港課程領導與校本教研〉。載於李偉成、余慧明、許景輝(編), 《課程領導與學校發展:行動研究專題論文集》 (頁3-12)。香港: 學術專業圖書中心
Lau, C. K., Yu, W. M., & Chan, N. K. (2008). Helping beginning teachers shape their personal practical knowledge: An essential process in teacher education. In H. W. Tonya (Ed.), Growing a Soul for Social Change: Building the Knowledge Base for Social Justice (pp.345-364). Charlotte, North Carolina: Information Age Publishing
Edited book (editor)
Trahar, S. & Yu, W. M. (Eds.) (2015). Using Narrative Inquiry for Educational Research in the Asia Pacific. New York: Routledge
余慧明、劉掁國(編) (2014)。 《世事 故事 敍事》。香港: 原色印刷
余慧明、陳錦榮、許景輝、許忠(編) (2010)。 《課程領導與學校發展:行動研究專題論文集 II》,319頁。香港: 學術專業圖書中心
李偉成、余慧明及許景輝(編) (2008)。 《課程領導與學校發展:行動研究專題論文集》。香港: 學術專業圖書中心

Journal Publications
Publication in refereed journal
Yu, W. M. & Chiu, M. M. (2019). Influences on the Reflection Quality of Journal Writing: An Exploratory Study. Reflective Practice, 20 (5), 584-603
Yu, W. M. (2018). Critical incidents as a reflective tool for professional development: An experience with in-service teachers. Critical incidents as a reflective tool for professional development: An experience with in-service teachers, 19(6), 763-776
Yu, W. M. & Lee, C. K. J. (2018). Significance of narrative knowing in student-centred university education curricula: A Hong Kong perspective. Curriculum and Teaching, 33 (1), 39-53
Vong, S. K. & Yu, W. M. (2017). Is teacher education at risk? A tale of two cities - Hong Kong and Macau. Compare: A Journal of Comparative and International Education, Accepted, 1-10
Yu, W. M. (2015). Teacher leaders' perceptions and practice of student assessment reform in Hong Kong: A case study. Planning and Changing, 46, 1-18
Yu, W.M., Lau, C.K. and Lee, J.C.K. (2013). Into collaborative research and co-authorship: experiences and reflections. Reflective Practice: International and Multidisciplinary perspectives, 14(1), 31-42
Brown, G.T.L., Hui, S.K.F., Yu, W.M., & Kennedy, K.J. (2011). Teachers' conceptions of assessment in Chinese contexts: A tripartite model of accountability, improvement, and irrelevance. International Journal of Educational Research, 50(5-6), 307-320
Adamson, B., Lam T. S.J., Yu W.M., Chan K.S.J., Law H.F.E., Leung W.L.A. (2010). Making Different Sense of Reform: School Leaders' Perspectives on the New Senior Secondary Curriculum in Hong Kong. Planning and Changing, 41 (Spring & Summer issue), 100-120
Brown, G. T. L., Kennedy, K. J., Fok, P. K., Chan, J. K. S., & Yu, W. M. (2009). Assessment for improvement: Understanding Hong Kong teachers' conceptions and practices of assessment. Assessment in Education: Principles, Policy and Practice, 16(3), 347-363
Kennedy, K. J., Chan, K. S. J., Fok, P. K., & Yu, W. M. (2008). Forms of assessment and their potential for enhancing learning: Conceptual and cultural issues. Educational Research for Policy and Practice, 7 (3), 197-207
Law, E. H. F., Joughin, G., Kennedy, K. J., Tse, H. K. H., & Yu, W. M. (2007). Teacher educators' pedagogical principles and practices: Hong Kong perspectives. Teaching in Higher Education, 12 (2), 247-261
Yu, W. M., & Lau, C. K. (2006). Understanding education reform: Insights from stories of the changing school context. Planning and Changing, 37 (3-4), 219-233

Conference Papers
Invited conference paper
Hui, S.K.F., Yu, W.M., Chan, N.S., & Chan, O.C. (2011, 11). School-based action research for curriculum development: Reflection and implications.. Invited Symposium at C&I Conference 2011, “Curriculum Matters: Policy, Implementation and Sustainability", The Hong Kong Institute of Education, Hong Kong
Refereed conference paper
Yu, F. W. M. , Chan, E. Y. M. (2020, 4). Narrative inquiry into academia life: What do we hear from teacher educators?. The 6th Conference on Education, Thailand
Lee, W.W.S & Yu, W.M. (2019, 3). When stress is high and job satisfaction is low: Narratives of reconciliation.. Paper presented at International Conference on Sustainable Development and Comparative Education: Goals, Reifications and Heresies., Hong Kong
Lau, C. K., & Yu, W. M. (2016, 4). The potentials of reciprocal learning strategies in higher education – a case study. 3rd Annual International Conference on East-West Reciprocal Learning in Education And Teacher Education Symposium, China
Yu, W. M., Lau, C. K., & Chan, N. K. (2016, 4). Reciprocal Learning in Higher Education in Hong Kong. 3rd Annual International Conference on East-West Reciprocal Learning in Education And Teacher Education Symposium, China
Brown, G.T.L., Hui, S.K.F., & Yu, W.M. (2010, 7). Teachers' conceptions of assessment: Developing a model for teachers in Hong Kong.. Paper presented at The 7th Conference of the International Test Commission, “Challenges and Opportunities in Testing and Assessment in a Globalized Economy”, The Chinese University of Hong Kong, Hong Kong
Brown, G.T.L., Hui, S.K.F., & Yu, W.M. (2010, 7). Teachers’ conceptions of assessment: Developing a model for teachers in Hong Kong. Paper presented at the International Test Commission biannual conference, Hong Kong
Hui, S. K. F., Yu, W. M. F., & Brown, G. T. L. (2010, 1). Teachers’ Conceptions of Assessment: Developing a model for teachers in Hong Kong. . Paper presented at the Comparative Education Society Hong Kong annual conference, Guangzhou, China
Kennedy, K. J., Chan, K. S. J., Yu, W. M. F., & Fok, P. K. (2008, 4). Reflections on assessment on its cultural contexts: Why culture matters. Paper presented at the International Symposium on Teaching, Learning and Assessment, Hong Kong
Fok, P. K., Kennedy, K. J., Chan, K. S. J., & Yu, W. M. (2006, 5). Integrating assessment of learning and assessment for learning in Hong Kong public examinations. Rationales and realities of introducing school-based assessment. Paper presented at the 32nd Annual Conference of the International Association for Educational Assessment, Singapore
Kennedy, K. J., Chan, K. S. J., Yu, W. M., & Fok, P. K. (2006, 5). Assessment for productive learning: Forms of assessment and their potential for enhancing learning. Paper presented at the 32nd Annual Conference of the International Association for Educational Assessment, Singapore
Yu, W. M., Kennedy, K. J., Fok, P. K., & Chan, K. S. J. (2006, 5). Assessment reform in basic education in Hong Kong: The emergence of assessment for learning. Paper presented at the 32nd Annual Conference of the International Association for Educational Assessment, Singapore
Lau, C. K., Yu, W. M., & Chan, N. K. (2006, 4). A narrative inquiry into learning to teach: What do student teachers need?. Paper presented at Annual Meeting of American Educational Research Association, USA

Creative and Literary Works, Consulting Reports and Case Studies
Authored play, poem, novel, story
余慧明 (2014)。 一顆善心:讓我們向孩子學習拓思德育期刊 (12-13)。香港: 廉政公署
余慧明、劉振國 (2012)。 《孩子不難教》。香港: 突破出版社
劉振國、余慧明 (2008)。 《變身校園》。香港: 突破出版社
Consulting or contract research report
Fok, P. K., Coniam, D., Yu, W. M. F., Chan, K. S. J., Ko, P. Y., Xu, H. X., Ng H. Y. V., Li, S. J., Kwok, W. F. W., Ng, S. Y. H. (2015). Provision of Services for Studying Students' Performance in Thinking Skills as Observed from the HKDSE Examination Candidate Scripts (Executive report). Hong Kong: Hong Kong Institute of Education
Fok, P. K., Coniam, D., Yu, W. M. F., Chan, K. S. J., Ko, P. Y., Xu, H. X., Ng H. Y. V., Li, S. J., Kwok, W. F. W., Ng, S. Y. H. (2015). Provision of Services for Studying Students' Performance in Thinking Skills as Observed from the HKDSE Examination Candidate Scripts (Final Report). Hong Kong: Hong Kong Institute of Education
Fok, P. K., Coniam, D., Yu, W. M. F., Chan, K. S. J., Ko, P. Y., Xu, H. X., Ng, H. Y. V., Li, S. J., Kwok, W. F. W., Ng, S. Y. H. (2015). Provision of Services for Studying Students' Performance in Thinking Skills as Observed from the HKDSE Examination Candidate Scripts (Interim report). Hong Kong: Hong Kong Institute of Education
余慧明,劉振國 (2013)。 學習,總要有點不一樣。香港: 英華小學
Tsui, K.T., Hui, K.F., Leung, W.L., Yu, W.M., & Kennedy, K.J. (2013). Evaluation report: A study on curriculum leadership and management in primary schools 2010. Hong Kong
Tsui, K.T., Hui, K.F., Yu, W.M., Leung, W.L., & Kennedy, K.J. (2013). Technical Report: A study on curriculum leadership and management in primary schools 2010. Hong Kong

Project

Narrative Matters: Narrative Inquiry as a Tool for Research and Teaching
This project aims to form a narrative cluster to connect narrative researchers working separately in different disciplines to come together and collaborate on the advancement of narrative inquiry in Hong Kong from both research and teaching perspectives.
Project Start Year: 2017, Principal Investigator(s): YU, Wai Ming 余慧明
 
TKPEF Mainland Visiting Scholars Exchange Programme
The visit of Dr Vong Sou Kuan form University of Macau has been supported by the Tin Ka Ping Education Fund.
Project Start Year: 2017, Principal Investigator(s): YU, Wai Ming 余慧明
 
Investigation of Acculturation Experience of Mainland Higher Education Students in Hong Kong and Macau
This study is designed to examine mainland higher education students’ acculturation experience, and the social and personal factors influencing the process. The key concerns of this research are first, mainland students’ acculturation experience in Hong Kong and Macau; second, factors affecting the acculturation process and outcomes; and third, the impact of such experience on local students and the higher educational institutions. By adapting a small culture perspective, the study will allow more sophisticated comparison of the similarities and differences among mainland students of different origins.
Project Start Year: 2016, Principal Investigator(s): YU, Wai Ming 余慧明
 
Provision of Services for Studying Students' Performance in Thinking Skills as Observed from the HKDSE Examination Candidate Scripts
The implementation of the 3-year senior secondary academic structure commenced at Secondary 4 in September 2009. The first 3-year curriculum and assessment cycle was completed in 2012 with the first cohort of students taking the Hong Kong Diploma of Secondary Examination.
The medium-term review of the New Academic Structure has begun. Timely data collection on curriculum implementation in schools is essential for further review of the curriculum and assessment of Senior Secondary subjects. A study on the impact of the Senior Secondary curriculum on students’ attainment of multiple perspectives, mastery of critical thinking and appreciation of values as observed from the 2012 and 2013 HKDSE Examination to inform the implementation and further review of the Senior Secondary curriculum and assessment is required.

Project Start Year: 2014, Principal Investigator(s): FOK, Ping Kwan 霍秉坤 (YU, Wai Ming 余慧明 as Co-Principal Investigator)
 
Impact Study on Students' Learning of Chinese History Elements through Different Curriculum Modes at Junior Secondary Level (Revised)
With reference to Learning to Learn: Life-long Learning and Whole-Person Development (2001) and Personal, Social and Humanities Education Key Learning Area Curriculum Guide (Primary 1-Secondary 3) (2002), students in all types of local junior secondary schools will study Chinese history and culture. In general, there are three main types of curriculum modes in delivering relevant learning elements: (i) the majority of the local secondary schools are offering Chinese History as an independent separate subject at junior secondary level (“Chinese History”); (ii) a number of schools offer History and Culture that uses Chinese history as the main thread of study and incorporate world history into it via a chronological and comparative approach (“History and Culture”); and (iii) some other schools organize historically significant elements of Chinese history via a thematic approach within an integrated subject and the subject is usually entitled as Integrated Humanities (“Integrated Humanities”). The objectives of this research are:
• To investigate the impact of the three curriculum modes on students’ learning of Chinese history elements at junior secondary level.
• To fathom students’ self-efficacy, interest in and motivation to learn elements of Chinese history through questionnaire survey and in-depth group interviews, and test students’ basic knowledge of Chinese history elements as well as their application of related historical perspectives and methodologies.
• To compare and analyse the different emphases of the three curriculum modes in terms of breadth and depth of Chinese history elements as well as the historical perspectives and methodologies being introduced, based on document analysis and interviews with responsible teachers from schools offering History and Culture or Integrated Humanities.
• To assess student performance through lesson observation and analysis of their classwork, homework, test and examination performance.

Project Start Year: 2014, Principal Investigator(s): FOK, Ping Kwan 霍秉坤 (YU, Wai Ming 余慧明 as Co-Investigator)
 
Enhancing Students' Learning Through Co-curricular Design and Service Learning in Hong Kong Higher Education
Since 2011, co-curricular learning as part of the total learning experiences in the new 335 curriculum of the Hong Kong Institute of Education has been implemented for enhancing students’ knowledge and skills. The innovative design of the co-curricular courses consists of the use of service learning as the pedagogical strategy for enhancing students’ active participation and the transfer of knowledge and skills from classroom setting to practical real contexts. This is indeed a kind of new learning which is found complementary to the traditional subject disciplinary knowledge acquisition and will serve the purpose of fulfilling the learning needs of students. The aim of this project is to explore how students’ learning outcomes can be enhanced through co-curricular design embracing the pedagogical use of service learning in a Hong Kong higher education context. Three co-curricular courses are selected for conducting the innovation in this project. Evaluation measures including qualitative and quantitative tools which are adopted for collecting feedbacks from students and supervisors.The outcome of the project is expected to have significant impacts on students in the new 335 curriculum.
Project Start Year: 2014, Principal Investigator(s): CHAN, Kin Sang, Jacqueline 陳健生 (YU, Wai Ming 余慧明 as Co-Investigator)
 
Nurturing Critical Thinking Dispositions (CTD) of students in tertiary education: Teaching and assessment
Critical thinking is regarded as an important attribute for school learning and lifelong career. Indeed, the Hong Kong Institute of Education (HKIEd) strategic plan 2013-16 stresses to nurture students to become a critical thinker through innovative curriculum design and campus activities. However, Chinese learners are labeled as passive learners who lack critical thinking skills and weak in critical thinking dispositions. Moreover, little research about critical thinking has been conducted on pre-service teachers in our institute. This project aims to inquire the critical thinking dispositions (CTD) of students in our institute. In precise, we shall assess the CTD of our students by administering the California Critical Thinking Disposition Inventory (CCTDI). Then, we shall use critical thinking cases as teaching materials in selected courses. These cases are expected to help nurturing student CTD. Finally, we shall interview students (n=10% of total students) to understand their perception about CTD in these learning experiences and invite them to fill in the CCTDI again. This study is expected to have long term impacts in two aspects. First, the study shall validate the CCTDI for Chinese higher education students. We expect to contribute to the assessment of student CTD in the future. Second, the study develops critical thinking cases as teaching materials that help to nurture student CTD. To conclude, this study will help to understand and nurture student CTD in our institute.
Project Start Year: 2014, Principal Investigator(s): FOK, Ping Kwan 霍秉坤 (YU, Wai Ming 余慧明 as Co-Investigator)
 
A Study on Curriculum Leadership and Management in Primary Schools 2010
The purpose of the Study is to solicit views from primary school heads/deputy heads, Primary School Curriculum Leaders (PSCLs) and KLA/subject heads on the implementation of the PSCL Scheme and its impact on curriculum leadership and management in primary schools in order to inform further development.
Project Start Year: 2010, Principal Investigator(s): TSUI Kwok Tung 徐國棟, KENNEDY, Kerry John 甘國臻 (YU, Wai Ming 余慧明 as Co-Investigator)
 
The Implementation of Outcome-Based Learning: Implications for Learning in Higher Education
This project aims to tryout the concept of “Outcome Based Learning” (OBL) in the cores and electives of professional studies in the Institute. The concept of OBL is not new and often used in the primary and secondary sectors but rarely used in tertiary sector. In the face of the New Senior Secondary Curriculum (NSS) to be introduced in 2009, students entering tertiary education will be expected to have different characteristics from that of the old curriculum, e.g. goal orientations, learning styles, learning experiences, attitudes, etc. It is therefore interesting to find whether OBL can be used to accommodate these NSS graduates’ needs in the future development of HKIED. The results of the study will contribute to the exploration of how a new culture of teaching and learning and assessment can be adopted in a tertiary institute in Hong Kong.
Project Start Year: 2009, Principal Investigator(s): CHAN, Kin Sang Jacqueline 陳健生 (YU, Wai Ming 余慧明 as Co-Investigator)
 
EDB: Provision of Services for Training Programme on Two Different Components Respectively of (i) 60 Contact Hours and / or (ii) 20 Contact Hours in the 2008-09 School Year for Primary School Curriculum Leaders
The project aims to provide training to the Primary School Masters (Curriculum Development) to enable them to carry of the role of curriculum leaders for enhancing curriculum development in local primary schools.
Project Start Year: 2009, Principal Investigator(s): TSUI, Kwok Tung 徐國棟 (YU, Wai Ming 余慧明 as Co-Investigator)
 
Teachers’ Conceptions and Practices of Assessment in Chinese Contexts
The purpose of this project is to work closely with teachers in Hong Kong and the Mainland in order to better understand their conceptions and practices of assessment. The project evidence that can be used for the improvement of pre- and in-service teacher education. Objectives of this initiative are: (i) to understand school teachers’ conceptions of assessment in China (including the Mainland and Hong Kong); (ii) to understand the relation between teachers’ conceptions and practice of assessment in China; and (iii) to compare conceptions and practice of assessment between school teachers in China and the West.
Project Start Year: 2008, Principal Investigator(s): KENNEDY, Kerry John 甘國臻 (YU, Wai Ming 余慧明 as Co-Investigator)
 
Advancing Curriculum Development in Hong Kong Primary Schools: An Initative of Founding "Th Hong Kong Association of Curriculum Development & Leadership"
The idea for this initiative generates from the recent permanent establishment of the position of Primary School Masters/Mistresses ( Curriculum Development), hereafter PSM(CD)s, in all primary schools. It aims to advance curriculum development of primary schools in Hong Kong through an initiative of founding a professional organization entitled “The Hong Kong Association of Curriculum Development & Leadership (HKACDL)”. Objectives of this initiative are: (i) to start the collaboration and partnership with HKACDL at the Department and the Institute level; (ii) to advance professionalism of PSM(CD)s through organizing the coordinating different professional activities; (iii) to assess the professional needs of PSM(CD)s in curriculum development; (iv) to liaise and cooperate with PSM(CD)s for promoting curriculum development in Hong Kong primary schools; and (v) to provide professional and administrative support of funding HKACDL.
Project Start Year: 2008, Principal Investigator(s): HUI, King Fai Sammy 許景輝 (YU, Wai Ming 余慧明 as Co-Investigator)
 
Provision of Training Programmes on Two Different Components Respectively of (i) 50 Contact Hours and/or (ii) 30 Contact Hours in the 2006/07 School Year for Primary School Curriculum Leaders
The project aims to provide training to the Primary School Masters (Curriculum Development) to enable them to enhance curriculum development in schools.
Project Start Year: 2007, Principal Investigator(s): TSUI, Kwok Tung 徐國棟 (YU, Wai Ming 余慧明 as Co-Investigator)
 
Assessment for Learning in Personal, Social and Humanities Education for Secondary School Teachers
The purpose of this project was to provide professional development activities fro secondary school teachers teaching the subjects in the PSHE domain.
Project Start Year: 2007, Principal Investigator(s): LO Yiu Chun (YU Wai Ming as Co-Investigator)
 
Professional Development of Teachers Through Narrative Inquiry: A Study of Religious and Moral Education Teachers
This is a narrative inquiry into the initiative of introducing narrative inquiry as a means of professional development to teachers in general, and teachers of religious and moral education in Hong Kong in particular. This study aims to examine the ways in which narrative inquiry is introduced, its effects on teacher development, and the challenges encountered. Teachers experience is explored through individual and group interviews, reflective journals, informal conversations, and observations in the process of research.
Project Start Year: 2007, Principal Investigator(s): YU, Wai Ming 余慧明
 
School Leaders' Perceptions of the New Senior Secondary Academic Structure (SSAS)
This small-scale qualitative study provides data on a vital aspect of curriculum reform: the perceptions of key stakeholders (the school leaders) in the central context of reforms (the schools). The study seeks to learn about the perceptions of school leaders toward NSSC reforms, with specific attention to their perceptions of the purposes of the reforms, the issues and dilemmas, and the strategies that are being adopted for moving forward. By analyzing school leaders’ perceptions of NSSC, the project provides insights into the factors that are shaping their decision-making. The analysis of the data leads to a number of valuable recommendations.
Project Start Year: 2007, Principal Investigator(s): ADAMSON, Robert Damian 鮑勃 (YU, Wai Ming 余慧明 as Co-Investigator)
 
A Narrative Inquiry Into the Collaboration Research Relationships: Experiences and Implications for Professional Development

Project Start Year: 2006, Principal Investigator(s): YU Wai Ming
 
Assessment for Productive Learning: Developing a Holistic Conception of Assessment's Contribution to Student Learning
The main purpose of this research is to assist schools improve student learning through assessment. The research will challenge conceptions of assessment that compartmentalize "assessment for learning" and "assessment of learning". This distinction is unhelpful and unproductive for schools and teachers. The key issue is not to classify different kinds of assessment but rather to develop strategies that make use of all forms of assessment to promote student learning.
Project Start Year: 2005, Principal Investigator(s): KENNEDY, Kerry John 甘國臻 (YU, Wai Ming 余慧明 as Co-Investigator)
 
Prizes and awards

第五屆澳門人文社會科學研究優秀成果評獎三等獎
The journal article "Is Teacher Education at Risk? A Tale of Two cities: Hong Kong and Macau" was awarded the Third-Class Award by co-organizers of Macao Foundation and Social Sciences in China Press.
Date of receipt: 5/9/2019, Conferred by: Macao Foundation and Social Sciences in China Press
 
Prize of "10 Most Popular Books for Primary Students" for the book 變身校園
This co-authored book was selected out of 60 shortlisted Chinese and English books for Hong Kong primary students.
Date of receipt: /8/2009, Conferred by: Hong Kong Professional Teachers' Union and the Leisure and Cultural Services Department, HKSAR