Adjunct Professor

Adjunct Professor

Get to know our adjunct professors, who provide valuable expertise, insights, and networking opportunities to the Faculty of Education at Universitas Islam Internasional Indonesia.

Prof. Yan Zi, Ph.D

Adjunct Professor

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Prof. Yan Zi, Ph.D

About Lecturer

Professor Yan Zi is an RGC Senior Research Fellow and an Honorary Professor at the Centre for Research in Assessment and Digital Learning at Deakin University. He holds a PhD in educational measurement from James Cook University, Australia. His research primarily focuses on two interrelated areas: educational assessment in both school and higher education settings, and Rasch measurement. Professor Yan has successfully secured five GRF and two QEF projects.  Professor Yan’s recent publication, ‘Student Self-assessment as a Process for Learning’, is the first systematic account of student self-assessment research, including its conceptualisation, measurement, predictors, relationship with other learning concepts, and impact on learning outcomes and interventions. He edited the book, ‘Assessment as Learning: Maximising Opportunities for Student Learning and Achievement’, which updates new theoretical perspectives regarding assessment-as-learning and re-positions it in relation to education reform. He is also the co-author of the 4th edition of the book, ‘Applying the Rasch Model: Fundamental Measurement in the Human Sciences’. This book is a classic in the field and a bestseller in academic circles

PhD at James Cook University, Australia

MEd at Wuhan Institute of Physical Education, China

BSc at Wuhan Institute of Physical Education, China

Professor
The Education University of Hong Kong
2022-present

Associate Professor
The Education University of Hong Kong
2017-2022

Assistant Professor
The Education University of Hong Kong
2011-2017

Honorary Professor
Centre for Research in Assessment and Digital Learning, Deakin University
2023-present

Honourary Professor, Centre for Research in Assessment and Digital Learning, Deakin University.

Professional appointment/membership

  • Co-director, Centre for Excellence in Learning and Teaching, EdUHK
  • Associate Director, Assessment Research Centre, EdUHK
  • Deputy Chair, Pacific Rim Objective Measurement Society
  • Member, Research and Development Committee, Hong Kong Examinations and Assessment Authority
  • Member, American Educational Research Association (AERA)
  • Member, National Council on Measurement in Education (NCME), United States
  • Founder member, International Forum of Researchers in Education (IFORE)
  • Member, The European Association for Research on Learning and Instruction (EARLI)
  • Member, The International Association for Educational Assessment
  • Affiliated Researcher, Collaborative for Student Assessment and Educational Improvement Research, Arizona State University, USA

Editorial Board

  • Associate Editor, Educational Psychology
  • Associate Section Editor, Assessment, Testing and Applied Measurement Section of Frontiers in Education

Reviewer

  • Adapted Physical Activity Quarterly
  • Advances in Educational Research
  • Alberta Journal of Educational Research
  • Asia-Pacific Journal of Education
  • Asia-Pacific Journal of Teacher Education
  • Assessment & Evaluation in Higher Education
  • Assessment in Education: Principles, Policy & Practice
  • Behavioural and Cognitive Psychotherapy
  • CAISE Review
  • Cambridge Journal of Education
  • Child Development
  • Computers & Education
  • Contemporary Educational Psychology
  • Education Journal (in Chinese)
  • Educational Psychology
  • Educational Studies
  • Education Research International
  • Evaluation & Research in Education
  • International Journal of Human Factors and Ergonomics
  • International Journal of Inclusive Education
  • International Journal of Science Education
  • International Journal of Science and Mathematics Education
  • International Journal of Tourism Anthropology
  • International Journal of Training Research
  • Journal of Educational Psychology
  • Journal of Medical Internet Research
  • Journal of Physical Education and Sport Management
  • Journal of Sport and Health Science
  • Measurement in Physical Education and Exercise Science
  • Occupational Therapy International
  • Quality of Life Research
  • Psychology of Sport & Exercise
  • Studies in Educational Evaluation
  • Studies in Higher Education
  • Scandinavian Journal of Medicine and Science in Sports
  • Teaching and Teacher Education
  • The Internet and Higher Education
  • Universal Journal of Educational Research
  • 心理科学 (Psychological Science)

Monographs

Yang, M., Yan, Z., Yang, L., & Zhan, Y. (2024). ­­Understanding and developing student assessment literacy. London: Springer.

Yan, Z. (2022). Student self-assessment as a process for learning. London: Routledge. (ISBN: 9780367754709)

Bond, T. G., Yan, Z., & Heene, M. (2020). Applying the Rasch model: Fundamental measurement in the human sciences (4th ed.). London: Routledge. routledge.com/9780367141424

 

Edited Books

Yang, L., Chiu, M. M., & Yan, Z. (Eds.) (2024). Unlocking the power of teacher feedback: A student-centric perspective. London: (ISBN: 9781032713182)

Yan, Z., & Yang, L. (Eds.) (2021). Assessment as learning: Maximising opportunities for student learning and achievement. London: (ISBN: 9780367509972) https://www.routledge.com/Assessment-as-Learning-Maximising-Opportunities-for-Student-Learning-and/Yan-Yang/p/book/9780367509972

 

Refereed Journal Articles

Mendoza, N. B. & Yan, Z. (Accepted). From Beliefs to Behaviors: Conceptualizing and Assessing Students’ Practices that Reflect a Growth Mindset. Social Psychology of Education.

Zhang, L. X., Yan, Z., & Wang, X. (Accepted). Understanding Music Teachers’ Formative Assessment Intention and Implementation: A Chinese Mainland Context. International Journal of Music Education.

^Yang, Y. L., Z., ^Zhu, J. Y., Guo, W. Y., ^Wu, J. S., & ^Huang, B. J. (Accepted). The Development and Validation of the Student Self-Feedback Behavior Scale (SfBS). Frontiers in Psychology.

Dawson, P., Yan, Z., Lipnevich, A., Tai, J., Boud, D., & Mahoney, P. (2024). Measuring what learners do in feedback: The Feedback Literacy Behaviour Scale. Assessment & Evaluation in Higher Education, 49(3), 348-362. https://doi.org/10.1080/02602938.2023.2240983

^Wu, J. S., Yan, Z., ^Chen, J., & ^Xiong, Y. (2024). The Perceived Teacher Support Scale (PTSS) for students: Development and psychometric studies. International Journal of Educational Research.

Li, Y., Wang, X., Chen, J.,  Lee, J. C. K., Yan, Z., & Li, J. B. (2024). Intervention Effects on Teacher Well-being: A Three-Level Meta-Analysis. Educational Psychology Review, 36, Article 129. https://doi.org/10.1007/s10648-024-09966-y

Häsä, J., Rämö, J. M., & Yan, Z. (2024) Examining the reciprocal influence between undergraduate students’ self-regulation and approaches to learning. Scandinavian Journal of Educational Research. https://doi.org/10.1080/00313831.2024.2394404

^Zhu, J., ^Yang, Y., & Yan, Z. * (2024). Relationships between teacher feedback and English writing proficiency in Chinese Students: The mediating effect of writing self-regulated learning strategies. System, 123, https://doi.org/10.1016/j.system.2024.103338

Zhan, Y., So, W. M. W., Sun, D., & Yan, Z. (2024). Is it useful, acceptable, or controllable? Hong Kong primary school teachers’ e-assessment practices in changing time. Research and Practice in Technology Enhanced Learning, 19, 033. https://doi.org/10.58459/rptel.2024.19033

Yan, Z., & Chiu, M. M. (2023). The relationship between formative assessment and reading achievement: A multilevel analysis of students in 19 countries/regions. British Educational Research Journal, 49, 186-208. https://doi.org/10.1002/berj.3837

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, 81. https://doi.org/10.1007/s10648-023-09799-1

Yan, Z., & King, R. B. (2023). Assessment is contagious: The social contagion of formative assessment practices and self-efficacy among teachers. Assessment in Education: Principles, Policy & Practice, 30(2), 130-150. https://doi.org/10.1080/0969594X.2023.2198676

Yan, Z. (2023). Applications of Rasch measurement in research and practice. Vietnam Journal of Educational Sciences, 4(19), 10-21. http://vjes.edu.vn/sites/default/files/vjes_-_vol_19_-_is_03_-10-21.pdf

Chen, J., Zhang, L., Li X., Li, Y., Xu, W., & Yan, Z. (2023). The multidimensional teacher well-being: a mixed-methods approach. Teachers and Teaching: Theory and Practice, 30(6), 724-744.

^Li, Z., Yan, Z.*, Chan, K. K. Y., Zhan, Y., & ^Guo, W. Y. (2023). The role of professional development program in improving primary teachers’ formative assessment literacy. Teacher Development, 27(4), 477-467. https://doi.org/10.1080/13664530.2023.2223595

Yang, L., Yan, Z., Zhang, D., Boud, D., & Datu, J. A. (2023). Exploring the roles of academic self-concept and perseverance of effort in self-assessment practices. Assessment in Education: Principles, Policy & Practice, 30(2), 104-129. https://doi.org/1080/0969594X.2023.2191161

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, 54(4), 817-835. https://doi.org/10.1111/bjet.13310.

^Mendoza, N., & Yan, Z. (2023). Exploring the moderating role of well-being on the adaptive link between self-assessment practices and learning achievement. Studies in Educational Evaluation, 77, https://doi.org/10.1016/j.stueduc.2023.101249

Yan, Z., Brubacher, S. P., Boud, D., & Powell, M. (2023). The influence of self-assessment practices on online training for investigative interviewing skills. Studies in Educational Evaluation, 76, https://doi.org/10.1016/j.stueduc.2023.101236

^Mendoza, N.B., Yan, Z., & King R.B. (2023). Supporting students’ intrinsic motivation for online learning tasks: The effect of need-supportive task instructions on motivation, self-assessment, and task performance. Computers & Education, 193， https://doi.org/10.1016/j.compedu.2022.104663.

Chan, K., Bond, T., & Yan, Z. (2023). Application of an automated essay scoring engine to English writing assessment using Many-facets Rasch Measurement. Language Testing, 40(1), 61-85. https://doi.org/10.1177/02655322221076025

^Mendoza, N., Yan, Z., & King, R. (2023). Domain-specific motivation and self-assessment practice as mechanisms linking perceived need-supportive teaching to student achievement. European Journal of Psychology of Education, 38, 607–630. https://doi.org/10.1007/s10212-022-00620-1

Yan, Z., ^Wang, X., Boud, D., & ^Lao, H. (2023). The effect of self-assessment on academic performance and the role of the explicitness: A meta-analysis. Assessment & Evaluation in Higher Education, 48(1), 1-15. https://doi.org/10.1080/02602938.2021.2012644

Wan, Z. H., Lee, J. C-K., Yan, Z., & Ko, P. Y. (2023). Self-regulatory school climate, group regulation and individual regulatory ability: towards a model integrating three domains of self-regulated learning. Educational Studies, 49(5), 783-798. https://doi.org/1080/03055698.2021.1894093

Yan, Z., ^Lao, H., Panadero, E., Fernández-Castilla, B., Yang, L., & Yang, M. (2022). Effects of self-assessment and peer-assessment interventions on academic performance: A meta-analysis. Educational Research Review, 37, 100484. https://doi.org/10.1016/j.edurev.2022.100484

Yu, D., Chen, J., Li, X., & Yan, Z. (2022). Trajectory of teacher well-being research between 1973 and 2021: Review evidence from 49 years in Asia. International Journal of Environmental Research and Public Health, 19(19), 12342. https://doi.org/10.3390/ijerph191912342

Yan, Z., & Pastore, S. (2022). Are teachers literate in formative assessment? The development and validation of the Teacher Formative Assessment Literacy Scale. Studies in Educational Evaluation, 74, https://doi.org/10.1016/j.stueduc.2022.101183

Gan, Z., Yan, Z., &An, Z. (2022). Development and validation of an EFL Speaking Self-Efficacy Scale in the self-regulated learning context. Journal of Asia TEFL, 19(1), 35-49. http://dx.doi.org/10.18823/asiatefl.2022.19.1.3.35

^Wang, X., Yan, Z.*, Huang, Y., ^Tang, A., & Chen, J. (2022). Re-developing the Adversity Response Profile for Chinese university students. International Journal of Environmental Research and Public Health,19(11), 6389. https://doi.org/10.3390/ijerph19116389

Yan, Z., Lee, C. K. J., Hui, K. F. S., & ^Lao, H. L. (2022). Enhancing students’ self-efficacy in creativity and learning performance in the context of English learning: The use of self-assessment mind-maps. Frontiers in Psychology, 13, https://doi.org/10.3389/fpsyg.2022.871781

Yan, Z., Chiu, M. M., & Cheng, E. C. K. (2022). Predicting teachers’ formative assessment practices: Teacher personal and contextual factors. Teaching and Teacher Education, 114, 103718. https://doi.org/10.1016/j.tate.2022.103718

^Mendoza, N., Cheng, E. C. K., & Yan, Z. (2022). Assessing teachers' collaborative lesson planning practices: Instrument development and validation using the SECI knowledge-creation model. Studies in Educational Evaluation, 73, https://doi.org/10.1016/j.stueduc.2022.101139

Yan, Z., & Pastore, S. (2022). Assessing teachers’ strategies in formative assessment: The Teacher Formative Assessment Practice Scale. Journal of Psychoeducational Assessment, 40(5), 592-604. https://doi.org/10.1177/07342829221075121

Papargyris, Y., & Yan, Z. (2022). Examiner quality and consistency across LanguageCert writing tests. International Journal of TESOL Studies, 4(1), 96-112. https://doi.org/10.46451/ijts.2022.01.13

Yan, Z., & Carless, D. (2022). Self-assessment is about more than self: The enabling role of feedback literacy. Assessment & Evaluation in Higher Education, 47(7), 1116-1128. https://doi.org/10.1080/02602938.2021.2001431

^Wong, P. M. D., Kennedy, K. J., & Yan, Z. (2021). An educational intervention on Chinese business students’ orientation towards corporate social responsibility. Journal of Business Ethics Education, 18, 79-102. https://doi.org/10.5840/jbee2021185

Yan, Z., King, R. B., & Haw, J. Y. (2021). Formative assessment, growth mindset, and achievement: Examining their relations in the East and the West. Assessment in Education: Principles, Policy & Practice, 28(5-6), 676-702. https://doi.org/10.1080/0969594X.2021.1988510

Yang, L., Chiu, M. M., & Yan, Z. (2021). The power of teacher feedback in affecting student learning and achievement: insights from students’ perspective. Educational Psychology, 41(7), 821-824. https://doi.org/10.1080/01443410.2021.1964855

Yan, Z., Xiao, Y., Sin, K-F., Yang, L., & Guo, W-Y. (2021). Formative assessment practices in special school classrooms with the support of e-books: A case study. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.674869

Yan Z., ^Li, Z., Panadero, E., Yang, M., Yang, L., & ^Lao, H. (2021). A systematic review on factors influencing teachers’ intentions and implementations regarding formative assessment. Assessment in Education: Principles, Policy & Practice, 28(3), 228-260. https://doi.org/10.1080/0969594X.2021.1884042

Yan, Z., & Brown, G. T. L. (2021). Assessment for learning in the Hong Kong assessment reform: A case of policy borrowing. Studies in Educational Evaluation, 68, https://doi.org/10.1016/j.stueduc.2021.100985

Yan, Z. (2021). Assessment-as-learning in classrooms: The challenges and professional development. Journal of Education for Teaching, 47(2), 293-295. https://doi.org/10.1080/02607476.2021.1885972

^Mendoza, N. B., & Yan, Z. (2021). Validation of a subject-specific student Self-assessment Practices Scale among secondary school students in the Philippines. Journal of Psychoeducational Assessment, 39(4), 481-493. https://doi.org/10.1177/0734282921994374

Yan, Z., Chiu, M. M., & Ko, P. Y. (2020). Effects of self-assessment diaries on academic achievement, self-regulation, and motivation. Assessment in Education: Principles, Policy & Practice, 27(5), 562-583. https://doi.org/10.1080/0969594X.2020.1827221

Yan, Z., Brubacher, S., Boud, D., & Powell, M. (2020). Psychometric properties of the Self-assessment Practice Scale for professional training contexts: Evidence from confirmatory factor analysis and Rasch analysis. International Journal of Training and Development, 24(4), 357-373. https://doi.org/10.1111/ijtd.12201

Yan, Z. (2020). Self-assessment in the process of self-regulated learning and its relationship with academic achievement. Assessment & Evaluation in Higher Education, 45(2), 224-238. https://doi.org/10.1080/02602938.2019.1629390

Yan, Z., Brown, G. T. L., Lee, C. K. J., & Qiu, X. L. (2020). Student self-assessment: Why do they do it? Educational Psychology, 40(4), 509-532. https://doi.org/10.1080/01443410.2019.1672038

Yan, Z. (2020). Developing a short form of the Self-assessment Practices Scale: Psychometric Evidence. Frontiers in Education, 4, https://doi.org/10.3389/feduc.2019.00153

^Guo, W. Y., & Yan, Z. (2019). Formative and summative assessment in Hong Kong primary schools: Students’ attitudes matter. Assessment in Education: Principles, Policy & Practice, 26(6), 675-699. https://doi.org/10.1080/0969594X.2019.1571993

^Wong, P. M. D., Kennedy, K. J., & Yan, Z. (2019). Validation of a translated measurement scale to assess Chinese business students’ orientation towards corporate social responsibility. Journal of Education for Business, 94(7), 446-456. https://doi.org/10.1080/08832323.2018.1554553

Yang, M., Yan, Z., & Conaim, D. (2018). A qualitative study of markers’ perceptions on onscreen marking in five subject areas. Educational Research and Evaluation. https://doi.org/10.1080/13803611.2018.1446836

Yan, Z. (2018a). The Self-assessment Practice Scale (SaPS) for students: Development and psychometric studies. The Asia-Pacific Education Researcher, 27(2), 123- https://doi.org/10.1007/s40299-018-0371-8

Yan, Z. (2018b). Student self-assessment practices: the role of gender, year level, and goal orientation. Assessment in Education: Principles, Policy & Practice, 25(2), 183-199. https://doi.org/10.1080/0969594X.2016.1218324

Yan, Z. (2018c). How teachers’ beliefs and demographic variables impact on self-regulated learning instruction. Educational Studies, 44(5), 564-577. https://doi.org/10.1080/03055698.2017.1382331

Yan, Z., & Brown, G. T. L. (2017). A cyclical self-assessment process: Towards a model of how students engage in self-assessment. Assessment & Evaluation in Higher Education, 42(8), 1247-1262. https://doi.org/10.1080/02602938.2016.1260091

Davies, M. D., Elliott, S. N., Sin, K. F., Yan, Z., & Yel, N. (2017). Using adjustments to support the learning and assessment needs of students with disabilities: Macao and Mainland China teachers’ reports. International Journal of Disability, Development, & Education. https://doi.org/10.1080/1034912X.2017.1346238

Yan, Z. (2016). The self-assessment practices of Hong Kong secondary students: Findings with a new instrument. Journal of Applied Measurement, 17(3), 335-353.　https://www.researchgate.net/publication/310443914_The_Self-assessment_Practices_of_Hong_Kong_Secondary_Students_Findings_with_a_New_Instrument

Coniam, D., & Yan, Z. (2016). A comparative picture of the ease of use and acceptance of onscreen marking by markers across subject areas. British Journal of Educational Technology, 47(6), 1151-1167. https://doi.org/10.1111/bjet.12294

Siu, A. F. Y., Yan, Z., Ho, F. C. (2016). Attributional style, positive illusory bias, and self-concept of children with and without attention deficit hyperactivity disorder. Asian Journal of Inclusive Education, 4(1), 5-25.

Sin, K. F., & Yan, Z. (2016). Delivering an in-service teacher training course for inclusion in Hong Kong: Evaluation and reflection. Education Research Frontier, 6(4), 108-117.

Yan, Z., & Cheng, E. C. K. (2015). Primary teachers’ attitudes, intentions and practices regarding formative assessment. Teaching and Teacher Education, 45, 128-136. https://doi.org/10.1016/j.tate.2014.10.002

Yan, Z., & Sin, K. F. (2015). Exploring the intentions and practices of principals regarding inclusive education: An application of the Theory of Planned Behaviour. Cambridge Journal of Education, 45(2), 205-221. https://doi.org/10.1080/0305764X.2014.934203

Yan, Z., Lum, R. C. W., Lui, R. T. L., Chu, S. S. W., & Lui, A. M. (2015). Measuring teaching assistants’ efficacy using Rasch model. Journal of Applied Measurement, 16(1), 60-75.

Cooper, P., & Yan, Z. (2015). Some possible effects of behaviour management training on teacher confidence and competence: evidence from a study of primary school teachers in Hong Kong. Educational Studies, 41(1-2), 156-170. https://doi.org/10.1080/03055698.2014.955739

Yan, Z., & Coniam, D. (2014). The effects of key demographic variables on markers’ perceived ease of use and acceptance of onscreen marking. Assessment in Education: Principles, Policy & Practice, 21(4), 464-480. https://doi.org/10.1080/0969594X.2014.953910

Yan, Z. (2014). Predicting teachers’ intentions to implement school-based assessment using the Theory of Planned Behaviour. Educational Research and Evaluation, 20(2), 83-97. https://doi.org/10.1080/13803611.2013.877394

Yan, Z., & Sin, K. F. (2014). Inclusive education: Teachers’ intentions and behaviour analyzed from the viewpoint of the Theory of Planned Behaviour. International Journal of Inclusive Education, 18(1), 72-85. https://doi.org/10.1080/13603116.2012.757811

Ho, F. C., & Yan, Z. (2014). Identification of the patterns of Chinese character recognition in students with learning disabilities requiring Tier-2 support: a Rasch analysis. Educational Psychology, 34(3), 305-322. https://doi.org/10.1080/01443410.2013.785060

Sin, K. F., Lui, M., Yan, Z., Ho, F. C., Au, M. L., & Forlin, C (2013). The implications of the “Study on Equal Learning Opportunities for Students with Disabilities under the Integrated Education System”. Hong Kong Special Education Forum, 15, 106-110. (in Chinese)

Yan, Z., & Coniam, D. (2013). Assessing the ease of use in the environment and markers’ acceptance of onscreen marking: A Rasch measurement perspective. Educational Research and Evaluation, 19(5), 461-483. https://doi.org/10.1080/13803611.2013.793604

Yan, Z., & Mok, M. M. C. (2012). Validating the Coping Scale for Chinese Athletes using multidimensional Rasch analysis. Psychology of Sport and Exercise, 13, 271-279. https://doi.org/10.1016/j.psychsport.2011.11.013

Yan, Z. & Bond, T. G. (2011). Developing a Rasch measurement physical fitness scale for Hong Kong primary school-aged students. Measurement in Physical Education and Exercise Science, 15(3), 182-203. https://doi.org/10.1080/1091367X.2011.590772

Yan, Z. (2010). Objective measurement in psychological science: An overview of Rasch model. Advances in Psychological Science, 18(8), 1298-1305. (in Chinese)

Zhang, C., & Yan, Z. (2009). An action research‐based psychological intervention on swimming: On the issue of “frontrun and follow”. International Journal of Sport and Exercise Psychology, 7(4), 574-576. (in Chinese) http://journal.psych.ac.cn/xlkxjz/EN/abstract/abstract2119.shtml

 

Book Chapters 

^Xiong, Y., & Yan, Z. (2024). Teachers’ perceptions of integrating digital technologies into formative assessment: Evidence from a medical university in mainland China. In Xu, H. (Eds.), Curriculum Innovation in East Asian Schools (pp. 140-159). Routledge. https://doi.org/10.4324/9781003396284-11

^Lao, H., & Yan, Z. (2024). Using lesson study to promote teacher assessment literacy. In E. C. K. Cheng, & B. Lander (Eds.), Implementing a 21st century competency-based curriculum through lesson study: Teacher learning about cross-curricular and online pedagogy (pp.42-55). Routledge. https://doi.org/10.4324/9781003374107-4

Yan, Z., & Yang, L. (2021). Assessment-as-learning in the global assessment reforms. In Z. Yan, & L. Yang (Eds.), Assessment as learning: Maximising opportunities for student learning and achievement (pp. 1-7). New York: Routledge.

Yan, Z., & Boud, D. (2021). Conceptualising assessment-as-learning. In Z. Yan, & L. Yang (Eds.), Assessment as learning: Maximising opportunities for student learning and achievement (pp. 11-24). New York: Routledge.

^Lao, H., & Yan, Z. (2021). Dancing with chains: How does assessment-as-learning fit in China? In Z. Yan, & L. Yang (Eds.), Assessment as learning: Maximising opportunities for student learning and achievement (pp. 112-126). New York: Routledge.

^Guo, W., Huang, Y., & Yan, Z. (2021). The conceptualisation of student self-assessment literacy: A case study of Chinese undergraduates. In Z. Yan, & L. Yang (Eds.), Assessment as learning: Maximising opportunities for student learning and achievement (pp. 143-156). New York: Routledge.

^Mendoza, N., & Yan, Z. (2021). Involved and autonomy-supportive teachers make reflective students: Linking need-supportive teacher practices to student self-assessment practices. In Z. Yan, & L. Yang (Eds.), Assessment as learning: Maximising opportunities for student learning and achievement (pp. 173-189). New York: Routledge.

Wang, H., Yang, L., King, R. B., Sin, K.-F., & Yan, Z. (2021). Values, emotions, and emotion regulation in special education teachers: Influences on life satisfaction and occupational stress. In R. B. King & J.-J. Chen (Eds.), Emotions in learning, teaching, and leadership: Asian perspectives(pp. 146-162). Routledge.

Yan, Z., & Sin, K. F. (2017). The Theory of Planned Behavior: Two applications to inclusive education. In H. Afzaal (Ed.). Theory of planned behavior: New research (pp. 79-107). Hauppauge, NY: Nova Publishers.
[EdUHK: C]

Coniam, D., Falvey, P., & Yan, Z. (2016). The sixth validation study: Assessing the ease of use in the environment and markers’ acceptance of onscreen marking in Hong Kong in three subject areas: A Rasch measurement perspective. In D. Coniam, & P. Falvey, Validating technological innovation: The introduction and implementation of onscreen marking in Hong Kong (pp. 133-155). Singapore: Springer.
[EdUHK: A]

Coniam, D., Falvey, P., & Yan, Z. (2016). The eighth validation study: The effects of key demographic variables on markers’ perceived ease of use and acceptance of onscreen marking. In D. Coniam, & P. Falvey, Validating technological innovation: The introduction and implementation of onscreen marking in Hong Kong (pp. 189-206). Singapore: Springer. [EdUHK: A]

Coniam, D., Falvey, P., & Yan, Z. (2016). The final validation study: A comparative picture of the ease of use and acceptance of onscreen marking by markers across subject areas. In D. Coniam, & P. Falvey, Validating technological innovation: The introduction and implementation of onscreen marking in Hong Kong (pp. 171-187). Singapore: Springer.
[EdUHK: A]

Bond, T. G., Yan, Z., Stone, G., & Beltyukova, S. (2015). Making measures, setting standards, and Rasch regression. In T. G. Bond, & C. M. Fox, Applying the Rasch model: Fundamental measurement in the human sciences (3rd ed.) (pp. 187-225). New York, NY: Routledge. [EdUHK: B]

Lam, B. H., Cheng. C. K. Yan, Z., & Yang, M. (2015). It is your interest that matters: Motivation shapes career engagement patterns. In R. Osbourne (Ed.). Job satisfaction: Determinants, workplace implications and impacts on psychological well-being (pp. 73-96). Hauppauge, NY: Nova Publishers.
[EdUHK: C]

晏子。 (2015) 。教師課堂實踐的有效評估：測驗資料分析。輯於黎國燦、嚴必友編『小班化教學思與行：香港南京兩地小班化教學的理論與實踐』（頁252－264）。南京：南京師範大學出版社。

鄭志強、晏子。 (2015) 。元認知教學策略。輯於黎國燦、嚴必友編『小班化教學思與行：香港南京兩地小班化教學的理論與實踐』（頁265－274）。南京：南京師範大學出版社。

Yan, Z. (2014). School-based assessment in secondary schools. In C. Marsh, & J. C-K Lee (Eds.), Asia’s high performing education systems: The case of Hong Kong (pp. 274-287). NY: Routledge.
[EdUHK: B]

Yan, Z., Lau, D. C. H., & Mok, M. M. C. (2013). A concurrent-separate approach to vertical s In M. M. C. Mok (Ed.), Self-directed Learning Oriented Assessments in the Asia-Pacific (pp. 187-201). New York: Springer.
[EdUHK: A]

Chin, M. K., Mok, M. M. C., & Yan, Z. (2007). The effectiveness of Problem-Based Learning (PBL) on academic self-confidence and generic competence in exercise physiology for pre-service teachers in physical education. In H. Tiemann, S. Schulz, & E. Schmidt-Gotz (Hrsg.), International Inklusiv Interdisziplinär: Perspektiven einer zeitgemäßen Sportwissenschaft ( 335-362). Schorndorf: Hofmann.

 

Conference Proceedings

Bond, T. G., & Yan, Z. (2016, August). Exporting to China: The future of a genuine collaboration with the west. In Proceedings of Pacific Rim Objective Measurement Symposium (PROMS 2016). Xi’an, China.

Yan, Z., Guo, W.Y., & Xiao, Y. (2016, June). Like it or not? Hong Kong primary school students’ attitudes towards formative assessment. In Proceedings of Asian Studies 2016 (pp. 185-191). Canada, Toronto: Unique Conferences Canada.

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Andar Nubowo, Ph.D.

About Lecturer

Andar Nubowo defended his PhD dissertation in French on the Socio-history of a Justly Balanced Islam (Wasatiyyat Islam) in Indonesia at the Ecole Normale Supérieure (ENS), Lyon, France, in December 2023. In 2008, finished his master degree in Political Sciences at the Ecole des Hautes Études en Sciences Sociales (EHESS) Paris France. Associate Research Fellow at the S. Rajaratnam School of International Studies (RSIS), Nanyang Technological University, Singapore in 2017-2019 and an Associate Researcher at the Institut de Recherche sur l’Asie du Sud-Est Contemporain (IRASEC) Bangkok Thailand in 2023-2024 and Institut d’Asie Orientale (IAO) ENS Lyon since 2019, he is currently a permanent lecturer at the Faculty of Education, Universitas Islam Internasional Indonesia (UIII), West Jawa, Indonesia and an Executive Director of MAARIF Institute for Culture and Humanity Jakarta, founded in 2003 by the late progressive Muslim thinker Ahmad Syafii Maarif. He published his book chapters, articles and op-ed at Routledge, Brill, and RSIS, Jakarta Post, Kompas, Republika. His research interests are Islam, education, politics, and democracy in Indonesia and Southeast Asia. He can be contacted at andar.nubowo@uiii.ac.id

PhD
Ecole normale superieure de Lyon (2019-2023)

Master
Ecoles Hauntes Etudes en Sciences Sociales Paris, France

Bachelor at Islamic Theology
UIN Sunan Kalijaga Yogyakarta (1999-2004)

Associate Research Fellow
Institute of Defense and Strategic Studies, S. Rajaratnam School of International Studies (RSIS), Nanyang Technological University, Singapore
2017- 2019

Lecturer
Faculty of Politics and Social Sciences of UIN Syarif Hidayatullah Jakarta
2012- 2016

Political analyst
Indonesian Embassy, Paris, France
2009- 2011

Executive Editor
Jurnal Inovasi: Jurnal Ilmu dan Kemanusiaan, LP3 Muhammadiyah University of Yogyakarta
2004-2006

Executive Editor
Majalah Gerbang: Majalah Pendidikan, LP3 Muhammadiyah University of Yogyakarta – Ministry of National Education Jakarta
2004-2006

Program Manager
People Voters Education Network (JPPR)-LP3 Muhammadiyah University of Yogyakarta
2003- 2006

Articles:

“Promoting Indonesian Moderate Islam on the Global Stage; Non-State Actors’ Soft Power Diplomacy in the Post-New Order Era”, Muslim Politics Review 2 (2), 2023, p. 238-283.

“Covid-19, Fatwas, and Socio-religious Praxis: Muhammadiyah’s Social Engagement and Mission in Coping with the Outbreak in Indonesia”, Social Sciences and Missions 35, 2022, Brill, p. 308–342

« Le hause de l’influence islamiste dans le champ sociopolitique indonésien », in Romain Bertolino, Alexandre Negrus, et Nato Tardieu. (2022), Atlas Géopolitique du Monde Contemporain, Paris: Ellipses, p. 192-195.

“In Search of the Imagined Ummah: Explaining the Political Crossover of Islamic Conservatism in Indonesia’s 2019 Presidential Election”, Journal of Asian Social Sciences Research (JASSR), 2 (2), 2020, p. 109-143

“Indonesian Hybrid-Salafism: Wahdah Islamiyah’s Rise, Ideology and Utopia,” in Leonard C. Sebastian, Syafiq Hasyim and Alexander R. Arifianto. (2020), Rising Islamic Conservatism in Indonesia: Islamic Groups and Identity Politics, London: Routledge, p. 181-197.

“The 2018 and 2019 elections in South Sulawesi: Jusuf Kalla’s decline and the return of Islamists” (with Dedi Dinarto), in Leonard C. Sebastian and Alexander Arifianto. (2020), The 2018 and 2019 Indonesian Elections: Identity Politics and Regional Perspectives, London: Routledge, p. 128-144.

“The ‘Conservative Turn’ in Indonesian Islam: Implications for the 2019 Presidential Elections” (with Leonard C Sebastian), Asie.Visions-IFRI, 106 (3), 2019, Paris, 30 p.

“The Three Streams Facing Indonesian Muslims: Pulls of Politics”, en Yang Razali Kassim (ed.). (2021), RSIS Commentary Series: Jokowi’s Second Term, Emerging Issues, Singapore: Worlds Scientific, p. 41-44

“Grand Narratives in Outer Provinces: Impact of Islam on Politics”, en Yang Razali Kassim (ed.). (2021), RSIS Commentary Series: Jokowi’s Second Term, Emerging Issues, Singapore: Worlds Scientific, p. 27-30.

“How do conservative Muslims see Indonesia’s presidential hopefuls.” East Asia Forum, 28 February 2019, https://www.eastasiaforum.org/

“Jokowi’s Soft Diplomacy: Global Islamic Network of Moderation”, RSIS Commentary, Nanyang Technological University, 16 July 2018

“Muhammadiyah: The Challenge of Rising Conservatism”, RSIS Commentary, Nanyang Technological University, 4 May 2018

“Islam dan Pancasila di Era Reformasi: Sebuah Reorientasi Aksi », Jurnal Keamanan Nasional 1 (1), 2015, p. 61-78.

“Arah Baru Politik Islam Indonesia: Dari Nalar Syariatik Menuju Islam Partisipatoris Transformatif”, in Usman Hamid and AE Priyono, Merancang Arah Baru Demokrasi: Indonesia Pasca Reformasi, Kompas Gramedia, Jakarta, 2014.

Membangun Gerakan Anti Korupsi dalam Perspektif Pendidikan, Andar Nubowo and Rosita Susi Aryanti (ed.), Yogyakarta: Lembaga Penelitian & Pengembangan Pendidikan Universitas Muhammadiyah Yogyakarta, 2004.

Seri Pendidikan Pemilih Untuk Pelajar: Menuju Pemilu Yang Demokratis dan Tanpa Kekerasan, Asykuri ibn Chamim, Andar Nubowo, dan Irfan Mawardi. Yogyakarta: JPPR, 2003.

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Critical Discourse Analysis

This course aims to provide students with an orientation to theory and practice of critical discourse analysis as part of research methodology-related courses.  Topics include: Critical paradigm of research as the basis of CDA, definition of critical discourse analysis (CDA), basic principles or tenets of CDA, perspectives or approaches to CDA, the place of CDA in educational research, CDA and text analysis from systemic functional linguistics. The course will also offer the students with practice of CDA, analysing texts using the framework of CDA. Along the course scaffolding will be provided under explicit teaching and apprenticeship.

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Advanced Well-being in Education

This course offers students insights and strategies to understand and improve the well-being of children in educational contexts. The approach of this course is a blend of theoretical, research, applied knowledge, and skills that apply to a wide range of settings. This course aims to equip the students in promoting the well-being of the children by address issues that underpinning child well-being in a variety of contexts, school in particular, in addition to family, policy, global context including in Islamic countries, and we will look towards the future conditions that may influence child and student well-being. The course is designed for numerous roles in children and student well-being, such as parents, early childhood educator, educators, educational consultants, leaders in the community, researchers, or experts in child well-being in the educational setting.

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Advanced Literacy Development and Resources

This graduate seminar explores the multifaceted aspects of literacy development and resources. Through three main modules, we will delve into early/beginning literacy, children's literature and multimodal texts, and content and disciplinary literacies. Students will critically examine theoretical foundations, practical strategies, and resources that promote literacy in various contexts.

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Graduate Seminar on Education in a Pluralistic Society

This course focuses on understanding and navigating how education is designed in such away against the backdrop of religious, ethnic, national, gender and developmental varieties in a pluralistic society. Students will explore various aspects of diversity and develop knowledge and skills to be more tolerant, empathetic, and respectful of differences in educational setting. The course is divided into three modules. Module 1 examines ethnic diversity in multicultural education setting and language diversity. Module 2 explores psychological and developmental perspectives on diversity. Module 3 delves into the complexities of religion and gender differences. Students will engage with primary texts, multimedia resources, and class discussions to gain a deeper understanding of the complex and dynamic nature of diversity in our society. The course is designed to develop students’ critical thinking, analytical skills, and reflective practices, as well as their ability to conduct research on the topic and present their findings. Students will also be asked to explore challenges and opportunities and to come up with possible recommendation in contributing to the betterment of a tolerant society in a pluralistic setting

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Education and Human Capital

This course is an elective course in the Ph.D. program in the Faculty of Education, focusing on issues in education and human capital. We begin in this course with a general overview of human capital and education. We next turn to the theory and research that views education as an
investment in the future productivity of individuals and economies and that assesses the value of and returns to education. We also explore the economics of education in early childhood, basic and secondary education and higher education, with special attention to topics of current policy interest and debate. We then turn to research on education markets, school quality and choice and consider the influence of peers and the educational environment as well. Finally, we turn to the production of education, considering the different inputs into education, and examine the role of education in economic growth.

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Graduate Seminar on Large Scale Assessment

This course is part of the program concentration of Educational Assessment and Evaluation for the Doctor of Philosophy program in Education at Universitas Islam Internasional Indonesia. The objective of this course is to introduce students to the advance issues of large scale assessment in education. Topics include: human measurement science, test construction (four building blocks), cognitive and non-cognitive test, measurement models and modern test theories, validity and reliability of tests, sampling techniques and sampling weights, national and international large scale assessment, international comparison. The course is designed for students who likely seek to become expert and researcher in educational assessment and measurement.

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Advanced Educational Assessment

This course is part of the program concentration of educational assessment and evaluation for the Doctor of Philosophy in Education at Universitas Islam Internasional Indonesia. In this course, candidates will be exposed to advanced educational assessment and its research so they can demonstrate theoretical and practical understanding of those techniques. The course will explore several methods, approaches and techniques in human measurement, measurement model and data analysis in educational assessment. The course will also deal in-depth with research issues on validity and reliability, instrument development, item analysis, cognitive test, scholastic aptitude test, test equating and linking, test fairness and computer adaptive testing.

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